This study examined the relationship between professional development and the sense of efficacy of kindergarten teachers in selected school district of Davao de Oro Division. Specifically, it determined the level of professional development in terms of content focus, active learning, coherence and alignment, sustained duration, and collective participation; the level of sense of efficacy in terms of student engagement, instructional strategies, and classroom management; the significant relationship between the two variables; and the domains of professional development that significantly influenced teachers’ sense of efficacy. A quantitative-correlational research design was employed using validated survey instruments. The respondents were thirty-six kindergarten teachers in New Bataan District, Davao de Oro, selected through total enumeration. Data were analyzed using weighted means, standard deviation, Pearson Product-Moment Correlation, and multiple regression analysis at a 0.05 level of significance. Findings revealed that the level of professional development was high, with coherence and alignment obtaining the highest mean, while sustained duration received the lowest rating. The overall sense of efficacy of kindergarten teachers was also high, with instructional strategies as the highest domain. Results further showed a significant positive relationship between professional development and sense of efficacy. Multiple regression analysis revealed that active learning and sustained duration significantly influenced teachers’ sense of efficacy, with active learning identified as the strongest predictor. The study concluded that well-planned, relevant, and continuous professional development enhanced kindergarten teachers’ confidence and instructional effectiveness. It was recommended that school heads strengthen sustained and active learning opportunities to further improve teacher efficacy and classroom performance.