In this study, 48 empirical studies on teacher self-efficacy published between 2000-2017 were reviewed in terms of certain basic characteristics, and the research trends were revealed in this area. According to the results obtained in the review, teacher self-efficacy studies in the Turkish context showed an increase in the course of time. Teacher self-efficacy in a specific area was observed to be frequently examined within the context of teaching a subject or using technology in education. This increase in the number of studies did not reflect much on the diversity of the research methods employed, and the studies were often conducted by using quantitative methods. Elementary and middle schools were mostly chosen as the research context. Furthermore, the amount of research on three self-efficacy areas (i.e. collective teacher efficacy, teacher self-efficacy sources, and teachers' general self-efficacy) were considerably limited. Moreover, none of the studies examined the relationship between teacher self-efficacy and collective teacher efficacy and student achievement. Common findings of the studies showed that teacher self-efficacy was a strong predictor or a mediator variable. In this sense, researchers are suggested to study how self-efficacy can be developed experimental and longitudinal works and to conduct studies to reveal insights about collective efficacy in schools, teachers' general self-efficacy, and the outcomes of these efficacy characteristics.