This study examined the relationships between school-level professional learning communities (PLCs) and individual teachers' self-efficacy and commitment based on questionnaire responses from 1,203 teachers from 39 primary schools in mainland China. Multilevel analysis indicated that reflective dialogue significantly predicted self-efficacy. Shared purpose, collective focus on student learning, and reflective dialogue were positively associated with teacher commitment to students, whilst collaborative activity had a negative influence. The results may be attributed to the contextual characteristics of Chinese teachers' work. Implications for PLC practices are also discussed.