This research examines the influence of teachers' views regarding parental involvement on their perception of self-efficacy. Data were collected from a sample of 319 Israeli elementary schools teachers. A path analysis procedure was employed to test the mediating effect of personal background and organizational variables and perceived parental involvement on teachers' perception of self-efficacy. Results indicated that the most influential factor for predicting the organizational component of teachers' perceived self-efficacy was being part of the school leadership team, while the most influential factor for predicting the pedagogical component of teachers' perceived self-efficacy was teachers' view of parental involvement in resources.