The purpose of this study is to examine the relationship between classroom teachers’self-efficacy belief and classroom teacher behavior. 247 classroom teac- hers working in the 2018-2019 academic year participated in the study carried out in the relational screening model. In the research, the personal informati- on form to obtain the demographic information of the teachers, “Teacher sel- f-efficacy scale” and “In class teacher behavior scale” were used. As a result of the research it is concluded that there is a moderate and significant relationship between teachers’self-efficacy belief and classroom teacher behaviors. It has been found that teachers with 10 or more professional seniority have higher academic self-efficacy than teachers with 1-5 years of professional seniority. In the study it was seen that there was a significant difference according to the grade levels that the teachers taught. This difference is in the sub-dimension of professional self-efficacy belief and intellectual self-efficacy. In addition, it was observed that the presence of foreign students in the class of teachers caused a significant diffe- rence in the social self-efficacy subdimension of teachers’self-efficacy scale. When teachers’classroom teacher behaviors were examined it was found that female teachers preferred student-centered education. The results obtained from the re- search are discussed in the related literature.