his research examined the relationship between teacher's sense of efficacy (personal and TE) and classroom management approach variables (humanistic, behavioristic 'and TCJi.f practices). Data pertaining to these variables were obtained from "206" teachers that are drawn from 11411 randomly selected high school in North Gondar Administrative Zone namely, Fasildes. Azezo, Gorgora and Aykel. Indices of teachers ' efficacy and classroom management practice variables were measured by employing scales. Analysis involving correlation revealed that both personal and TE was positively correlated with HCM approach. PE vvas negatively related to BCM approach. but TE was not related to BCJvf approach. However, in TCM approach it is positively related to PE and has no relationship with TE. Analysis involving mainly multiple regressions noted that PE; TE and their interaction have significant effects on humanistic and BCJvl approaches. Also PE and the interaction of personal and TE made significant contribution to the prediction ofTCA1 appr:oach, whereas,. TE alone made nonsignificant contribution to the prediction of TCkd. The results indicated the desirability of intervention programs that would help teachers enhance their feeling of efficacy and classroom management practices during the in service years: