This study investigated administrators, college faculty, K-12 teachers, and pre-service teachers' perceptions of PLCs and their organizational environment as it relates to self-efficacy. The connection between educators' perceptions of PLCs is their learning environments and their willingness to change. The challenge is encouraging and motivating educators to participate in professional learning opportunities as a process of self-efficacy. Some educators' motivations, attitudes, and aversion to change are deeply rooted in the heart of the problem, making a transition or change even more difficult. The research study used a quantitative research methodology with a concurrent correlational research design. The research determined that there were several significant correlations between educators' perceptions of PLCs and the factors of time, organizational environment, gender, years in the education field, current position, highest degree of education, and age. Some correlations proved to be stronger than others. However, no significant relationship was indicated between educators' perceptions of their organizational environment and educators' position and gender. The most significant correlations were between educators' perceptions of PLCs and time. Therefore, time should be seriously taken into consideration when essential professional learning and PLCs are planned. The implications in this study are grouped and related to Vygotsky's (1978) social development theory that enhancing educators' knowledge by developing an association of social content is essential to the learners' self-efficacy. This study provided insight into educators' thinking and what they want to learn to build knowledge through PLCs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]