For many years, one of the main aims of pedagogy is the promotion of educational quality. Any impressive achievement in educational quality and pedagogy needs to be active participation and support by teachers. Considering the important role of the teacher in promotion of educational quality, this study was to investigate the relationship between Tabriz high school teachers’ senses of efficacy and their educational quality to shed some lights on the blurred issues in this regard. To this end 60 high school teachers (30 psychology teachers and 30 physics teachers) were selected from the population of study. For assessing educational quality, Flanders Interaction Analysis Category, and for evaluating teachers' sense of efficacy, Ohio Teacher Sense of Efficacy Scale was used. The results of Canonical correlation indicated that only one root of analysis was significant and from the predictor variables, teacher sense of efficacy is significantly related to the indirect to direct teaching method and teacher- student reactions.