This study assessed the relationship between teacher efficacy and teacher conceptual level, teacher empowerment, and school culture. Teacher participants (N=430) were primarily Caucasian females who taught in grades K-12, with the majority at the elementary (83 percent) or middle school (11 percent) level. They were evenly represented in the socioeconomic levels of the schools in which they taught. Analyses of the four surveys administered indicated: higher scores in teaching efficacy for female elementary school teachers with a negative correspondence to years of experience; no correlation to educational level; and significant correlation between efficacy and empowerment, conceptual level, and school culture. Personal teaching efficacy was the most closely related to motivation and teacher professionalism, while teaching efficacy was related to professional treatment by administrators, perceived potency, and values. School administrators had the highest level of personal teaching efficacy. Findings gave a possible profile of a low efficacy teacher as more likely to be male, a high school teacher, with fewer years of teaching experience, functioning at a lower conceptual level, and working in a less professional environment. Seven tables provide data on teacher and administrator characteristics, teacher efficacy, school culture, teacher experience and satisfaction, and correlation between teacher efficacy and other factors. (Contains 74 references.) (CK)