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This meta-analysis reports on the effect of professional development (PD) on K-12 inservice STEM teachers’ self-efficacy. There were 16 selected empirical studies in this study. Overall, PD had a modest positive effect on self-efficacy (Hedges’g = .494, 95% CI [.285, .704], SE = .107) under the random-effects model. The findings show that the factors of participant size of PD, content focus of PD, and the measurement of self-efficacy make significant effects on the effect size of PD on self-efficacy. This study offers insights into the design of effective PD to improve STEM teachers’ self-efficacy.