Self-efficacy is a critical determinant of teaching effectiveness, impacting instructional practices, student engagement, and overall job satisfaction. It is crucial to comprehend the self-efficacy levels of educators in order to create professional development initiatives and support systems that are specifically tailored to their needs. In order to shed light on the variables influencing teachers' perceptions of their own efficacy in carrying out their jobs, this study examines the degrees of self-efficacy among educators in the Tenkasi district. Using stratified random sampling, 200 school teachers with a range of experiences and backgrounds will be chosen as a sample. A modified form of the Teachers' Sense of Efficacy Scale will be used as the survey instrument, with three elements of efficacy being examined: classroom management, instructional tactics, and student involvement. Quantitative data will be analyzed by Percentage analysis, and weighted average using SPSS.