In today’s world, it has become important to raise individuals who can improve their knowledge and skills, learn how to learn, and are capable in social, emotional, moral, and physical -not just cognitivedevelopment areas through education programs developed based on constructivist approach. In this regard, learners’ characteristics are important in the education system. An individual’s believing in himself / his judgement about being successful in a performance/task is called ‘self-efficacy’. Belief in self-efficacy is an important ability that students use in their entire lives outside the school besides being a key determiner of academic success in education life. The aim of the present study is to provide a theoretical perspective concerning the self-efficacy concept, which is important for individuals’ learning throughout their entire lives. Thus, it is aimed to introduce self-efficacy theory, academic self-efficacy, teacher’s self-efficacy, and other concepts about self-efficacy (i.e. selfregulation, self-judgement, self-esteem) and to specify the main differences of these concepts and the role of teachers in the development of self-efficacy beliefs among students as well as the characteristics that are necessary for the development of self-efficacy in students. In recent years, researchers have determined that there is a relationship between student achievement nad three types of qualifications. These are student self-efficacy, teacher self-efficacy perceptions and school’s total competence. It’s suggested for supporting for school success to encourage pupils’ self-efficacy beliefs and encourage pupils to participate more in social activity