In a low performing school, stressful conditions, lack of resources, and student populations that have been subjected to one or more ACEs can make it difficult for teachers to yield successful outcomes. Maintaining a high opinion of self-efficacy is difficult when working in low-performing schools that are struggling to meet state standards. To meet academic and behavioral demands, there is a need to understand how student conduct, readiness for learning, and the strategies teachers employ within the classroom affect teacher self-efficacy. The purpose of this mixed method action research study was to examine how elementary school teachers, in a low-performing school, perceptions of their efficacy as teachers were influenced by their experiences in implementing morning meetings as a trauma-informed strategy in the classroom. Two study questions guided the study: (1) What effect did implementing morning meetings, as a trauma-informed strategy, in the learning environment have on teacher perceptions of self-efficacy at a low-performing elementary school? (2) What specific teacher self-efficacy skills were affected by the implementation of the morning meetings? These meetings were used by the teachers as a strategy to build relationships with students and aid the teacher in creating a climate for success for teacher and students. This study was grounded in the theoretical frameworks of self-efficacy theory introduced by Albert Bandura in 1977 and expectancy value theory first conceptualized by Victor Vroom in 1964. Conducted in a low-performing elementary school with only beginning teachers, the study looked at the impact of building relationships with students on the teacher's self-efficacy skills- Student Engagement, Instructional Practices and Classroom Management. Findings from this study indicate that the teacher's relationship with his/her students in a low-performing environment have a direct impact on that teacher's perceptions of self-efficacy. Although teachers may be highly efficacious in one skill set, those skills may not be the skills that will allow the teacher to reach their valued outcomes. However, this study provides recommendations to aid teachers in developing and maintaining efficacy in each of the areas to ensure that individual expectancy outcomes are achieved thereby helping to keep teachers in low-performing schools. [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.]