This study aims to analyze the influence of teacher competency development through enhanced self-efficacy on the effectiveness of their role as facilitators in problem-based learning (PBL). The issue addressed in this research is the lack of confidence among vocational high school (SMK) teachers in Cirebon in implementing PBL, due to limited practical experience and insufficient support. The focus of the study is to explore how teacher competency development can strengthen self-efficacy, thereby increasing teachers' confidence in effectively applying PBL in the classroom. This research employs a quantitative method with a survey approach to examine the direct and indirect effects among teachers’ facilitator roles, self-efficacy, and teacher competencies. Data were collected through a closed-ended questionnaire distributed to 105 vocational high school teachers in Cirebon. The analysis used mediation and Structural Equation Modeling (SEM) approaches to assess the relationships between variables and the role of self-efficacy in PBL. The study reveals that self-efficacy serves as a significant mediator in the relationship between the educator’s role as a facilitator in PBL and teacher competency. The analysis results show that self-efficacy enhances the positive influence of the educator’s role on their competency. These findings are consistent with previous studies that emphasize the importance of self-efficacy in improving both teacher and student abilities, as well as reinforcing the connection between educational support and teacher competency development.