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The construct validity and reliability of the Persian version of Gibbson and Dembo's (1984) measurement instrument, to measure the self-efficacy of teachers, was investigated and assessed. Using Bohrnstedt's (1984) five steps, to assess the construct validity of the
instrument, results obtained from the 1730 Iranian high school teachers in Tabriz , were first factor analyzed, using rotated and unrotated solutions. The two resulting factors were in complete agreement with
the factors obtained by Gibbson and Dembo (1984) ,Wool folk and Hoy (1990) . It contained nine items measuring personal efficacy and seven items measuring the teaching efficacy dimensions of the construct. The resulting sixteen items were then factor analyzed, this time using confirmatory factor analysis, to confirm the stated theoretical structure of the construct. This research is concerned with three main questions. Firstly, what are the dimensions of self-efficacy among the Iranian high
school teachers? Are these dimensions stable and the same, across different, historical, cultural, social and educational systems? Secondly
how are these dimensions related to Bandura's self- efficacy theory ? Finally, how are the original English version of the instrument, compared with the Persian version and what are its internal consistancy and reliability estimates. The results show extremely high isomorphism between the English and Persian version. They also indicate very high validity, reliability, stability of function, and reproducibility of results in both theoretical and empirical grounds for the instrument across diverse , historical, cultural, social, and educational contexts, including Iran.