The current study analyzes the relationship between the apparent teacher's self-efficacy and attitudes towards integrating technology into classroom teaching, self-evaluation reports and computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS) (Wang et al, 2004) was used to determine the confidence level with of 60 science teachers and 12 mixed-major teachers enrolled at the Lebanese University, Faculty of Education in the academic year 2011-2012. Pre-post measurement on teachers' attitudes towards using technology was examined using an opened and a closed questionnaire. Teachers' performance was measured by means of their Active inspire projects results using active boards after their third practice of training in computer skills and Active inspire program. To accumulate data on teachers' self-report, this study uses Robert Reasoner's five components: feeling of security, feeling of belonging, feeling of identity, feeling of goal, and self-actualization which teachers used to rate themselves (Reasoner, 1983). The study acknowledged probable impacts of computer training skills on teachers' self-evaluation report, effectiveness of computer technology skills, and evaluations of self-efficacy attitudes toward technology integration. Pearson correlation revealed a strong relationship r= 0.99 between the perceived self-efficacy towards technology incorporation and teachers' self-evaluation report. Also, the findings of this research revealed that 82.7% of teachers earned high computer technology scores on their Active inspire projects and 33.3% received excellent grades on computer performance test. Recommendations and potential research were discussed.