This study explores teachers' perceived self-efficacy in addressing problem behaviors among high school learners in Nairobi County, Kenya. Problem behaviors in the classroom can disrupt the learning environment and hinder students' academic progress. Teachers' self-efficacy, their belief in their ability to influence student behavior, plays a crucial role in managing and modifying problem behaviors effectively. A mixed-method approach combining surveys and interviews will be employed to gather data from high school teachers in Nairobi County. The research aims to gain insights into teachers' perceptions of their self-efficacy in handling various problem behaviors and their experiences in implementing behavior modification strategies. The findings may provide valuable implications for teacher training and support programs to enhance their confidence in addressing problem behaviors and creating a conducive learning environment.

self-efficacy, Teachers, Nairobi County

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