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Self-efficacy or personal efficacy refers to the reflection of an individual’s beliefs about his or her capabilities to perform a task in a particular context (Bandura, 1997). Self-efficacy beliefs provide the basis for the wellbeing, motivation, and personal development of the individuals and facilitate to find out the outcomes one expects. Therefore, this study was particularly designed to compare the self-efficacy beliefs of elementary school teachers regarding their gender and locale in public sector schools in Punjab, Pakistan. This study was descriptive survey type and the researcher adopted a quantitative approach to conduct this study. All elementary school teachers of the public sector schools of the province Punjab were the target population, while all elementary school teachers who were working in public sector schools in district Faisalabad were taken as the accessible population. A sample of 154 male and 361 female elementary school teachers was drawn through Proportionate Stratified Random Sampling Technique. The findings of this study revealed that: i) Female teachers had higher efficacy beliefs than males teachers; ii) Male teachers were more efficacious than females regarding classroom management but female teachers had greater efficacy than male teachers regarding instructional strategies and student engagement iii) A non-significant mean difference was found between rural and urban areas teachers on mean self-efficacy score; and iv) A statistically significant effect for gender on elementary school teachers’ efficacy was identified. But the main effect for locale and the interaction effect between gender and locale did not reach statistical significance. Abdul Khaliq is a PhD scholar in Education at the University of Lahore, Lahore. His areas of interest are Teachers' Professional Development, and Educational Psychology