The purpose of the present study was to analyze the predictive relation between the diverse dimensions of the teaching self-efficacy in a students' sample of a university deprived of Lima-Peru. The participants were 80 students (11 men (13.8 %) and 69 women (86.3 %) between 19 to 55 years of age (M-{age} = 26.70,\ SD=8.00), 61 (76.3%) were of capital city and 16 (20.0%) were of province. The results demonstrated that a major level of teaching self-efficacy exists in students who come from provinces. Then the analysis of multiple linear regressions demonstrated that: The self-efficacy to teach predicts the self-efficacy for the parents' participation (\beta=.29,p <. 05), to manage discipline (\beta= \. 43,\ \ p < 001), to ensure the community participation (\beta=.29,\ p <.05), to influence decision making (\beta =.54,p <. 001), and to achieve an optimum school climate (\beta=.28,p <. 01).