The purpose of this study to analyze self-efficacy beliefs elemantary school teachers in terms of various variables to. The sample group consisted of 502 classrooms and branch teachers (322 were female and 180 were male), selected from 15 schools located in the district of Buca in Izmir in the academic year of 2015 2016. As the data collection instrument “Sources of Self-Efficacy Inventory” aims to reveal the sources of selfefficacy of teachers and developed by Kieffer and Henson (2000) and adapted into Turkish by Aydın Çapa, Uzuntiryaki, Temli and Tarkın (2013) was used by obtaining the required permissions. In the analysis of the data frequency, percentage, standard deviation, t test, unilateral variation analysis and LSD test are used. As a result of the research, it was found that the self-efficacy beliefs of elementary school teachers did not show a significant difference in the overall inventory and its subscales in terms of the variables of sex, branch, and the number of the students in the school they are working. When the self-efficacy beliefs of the teachers based on their professional seniority were examined, it was revealed that scores of the subscales Mastery experience, Vicarious Experience, social persuasion and total Self Efficacy scale scores did not show a difference based on their professional seniority; however, significant differences were found in the subscale of Physiological and Emotional Status. The self-efficacy beliefs of the teachers based on the faculty they graduated from showed a significant difference in the overall scale and its subscales. It was found that the self-efficacy beliefs of the teachers did not show a significant difference in the subscales of Mastery Experience and Social Persuasion based on the faculty the teachers graduated from; however, the result indicating that scores of the subscales Vicarious Experience, and the Physiological and Emotional Status showed a significant difference based on the faculty the teachers graduated from was obtained