This study examined the underlying factors explaining teacher sense of self efficacy in the Philippine context to construct, develop and evaluate Filipino Teacher Sense of Self-Efficacy Scale. 700 public elementary school teachers of Region XI who were in the service for 5 years and above were involved in the study. The 24 items scale was modified in order to fit to the present cultural setting. The Exploratory Factor Analysis (EFA) yielded three factors which were labeled as Efficacy for Instructional Management, Efficacy for Teaching and Support and Efficacy in Classroom Management. Further, Confirmatory Factor Analysis trimmed down the factors into a 2-factor model. The final questionnaire considered the two factors: Efficacy in Instructional Strategies and Efficacy in Teaching and Support, both have 4 items each and yielded a high reliability when Cronbach alpha was determined. Results have revealed the similarities and differences of the previous structures of the Teacher Sense of Self-Efficacy discussed in the literature and have contributed to the multidimensionality of the instrument.