The purpose of this quantitative, correlational study determined if and to what extent there were a relationship between self-efficacy and the four-integrated technological, pedagogical and content-area knowledge competencies (TPACK) for NBCTs in the state of Arizona. Self-efficacy theory and transformative learning theory grounded this study. The study sample consisted of 84 NBCTs. Spearman's rho, Kendall's taubeta and Pearson's r were used to analyze the data. The first research question determined a statistically non-significant relationship between self-efficacy and technological knowledge: r[subscript t] = 0.136, r[subscript s] = 0.197 and r = 0.106, p > 0.05. The second question demonstrated a small statistically significant positive correlation between self-efficacy and technological pedagogical knowledge: r[subscript t] = 0.212, r [subscript s] = 0.301 and r = 0.242, p < 0.05. The third question showed small to medium statistically significant positive correlation between self-efficacy and technological content-area knowledge; r[subscript t] = 0.251, r[subscript s] = 0.332 and r = 0.268, p < 0.05. The fourth question showed a small to medium statistically significant positive correlation between self-efficacy and technological, pedagogical, content-area knowledge; r[subscript t] = 0.247, r [subscript s] = 0.356 and r = 0.265, p < 0.05. This study provided additional information to help school administrators, professional development leaders, university curriculum designers and the NBPTS organization strengthen and understand effective teacher technological training and professional development for NBCTs. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]