Journal of Management and Educational Studies 58 2025 3 1 Naser Azimzadeh Secondary Education, Ministry of Education, Ardabil Province, Parsabad, Iran Amirhossein Shekarivand Secondary Education, Ministry of Education, Ardabil Province, Parsabad, Iran Shekarivandamir@gmail.com Teacher effectiveness is one of the most important factors influencing the quality of teaching and learning and students’ educational outcomes. Among the psychological and professional factors associated with effective teaching, teacher self-efficacy refers to teachers’ beliefs about their ability to successfully perform professional tasks and positively influence students’ learning. This study aimed to examine teachers’ self-efficacy and analyze its three major dimensions: instructional strategies, classroom management, and student engagement. The study employed an applied, descriptive-survey research design. The statistical population consisted of teachers working in public primary schools included in the study who had more than 10 years of teaching experience. Based on the Krejcie and Morgan sampling table, 151 teachers were selected using simple random sampling. Data were collected using the standardized Teachers’ Sense of Efficacy Scale developed by Tschannen-Moran and Hoy (2001). Descriptive statistics and one-sample t-tests were used to analyze the data. The findings indicated that teachers reported desirable levels of self-efficacy in student engagement, instructional strategies, and classroom management, with all three dimensions significantly exceeding the reference level. The findings suggest that teacher self-efficacy should be understood as a multidimensional construct manifested through teachers’ perceived ability to employ appropriate instructional strategies, manage classroom environments effectively, and actively engage students in the learning process. Accordingly, strengthening teacher self-efficacy should be incorporated into professional development programs, in-service teacher education, and school-level quality-improvement initiatives. teacher self-efficacy teacher effectiveness instructional strategies classroom management student engagement teaching quality https://mesj.ir/journal/article.php?id=58