Teacher efficacy has been researched for over 30 years, teacher efficacy refers to the beliefs of teachers in their abilities to have an impact on classroom management. Classroom management skills have been proven to be a plaguing aspect of the teaching and learning process over the past century. This study answers question about classroom management as it pertains to teacher perceived self-efficacy in a middle school in central Pennsylvania. The findings have concluded a correlation comparison of teacher self-efficacy to characteristics of classroom management skills. Additionally, it looks at years of teaching experience, the measure of subject matter taught, and the measure of grade level taught years of teacher experience and its relationship to teachers' self-efficacy in classroom management. The earlier findings of Bandura's self-efficacy theory suggested that self-efficacy was one's "beliefs in one's capabilities to organize and execute the course of action required to produce given attainments. This mixed methods study examines a middle school in Pennsylvania and their teachers' responses on the seven subscales of Bandura's instrument Teacher Self-Efficacy Scale: Efficacy to Influence Decision Making, Efficacy to Influence School Resources, Instructional Self-Efficacy, Disciplinary Self-Efficacy, and Efficacy to Enlist Parental Involvement, Efficacy to Enlist Community Involvement and Efficacy to Create a Positive School Climate. Data was collected by using Bandura's modified survey tool and in-depth interviews consisting of teachers at the Central Pennsylvania middle school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]