This paper presents the development of a teacher’s self-efficacy scale regarding classroom management. Developed as recommended by Bandura (2006) and by Dussault, Valois and Frenette (2007), this scale focuses on the five dimensions of classroom management suggested by O’Neill and Stephenson (2011). In pretest Rasch modeling approach (Wright & Masters, 1982) is used to develop a version consisting of 28 items. The results of confirmatory factor analyses support the theoretical model of five factors. Similar results were obtained with a sample from the population. The strengths and limitations of this research are discussed according to the literature.