This study was performed to examine self-efficacy of Iranian EFL teachers in Iranian public schools and relates this variable to their classroom management. The data were collected through the application of a questionnaire and giving it to the participants of the study. A modified validated version of the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess teachers’ perceived self-efficacy. Also two other scales- Teacher’s Emotional Scale and Language Proficiency Scale- were giving to compare the degree of the predictability between the variables. The participants of the study were 200 Iranian EFL teachers (109 males and 91 females) who were working in the ministry of education in Iranian public junior and high schools. They were selected through availability sampling. The participants’ age and teaching experiences ranged from 23-61 and 1-30 years, respectively. Their education degrees were BA, MA, and PhD. To analyze the collected data, first, descriptive statistics was run. After running descriptive statistics, Pearson correlation analysis was used to investigate the association between the study variables. According to the obtained results, a significant and positive relationship was found between Iranian EFL teachers’ self-efficacy and their classroom management. According to the results, the degree of the predictability for teachers’ self-efficacy is more than the other variables
