The study aimed to determine the relationship of collective trust and administrative support as predictors of teacher’s self-efficacy belief. This quantitative study utilized the descriptive correlational design. Sets of survey questionnaires were adapted to examine the relationships between collective trust, administrative support and self-efficacy beliefs of teachers. These were the Omnibus T-Scale, Methner Administrative Support Survey and Teacher’s Self-Efficacy Belief scale. One hundred respondents were chosen from three academic institutions that offer allied health courses. Weighted mean and Pearson Product Moment Correlation Coefficient were used to determine the relationships between the variables. Also, regression analysis was conducted to determine the contribution of predictor variables to the self-efficacy beliefs of teachers. Based on the analysis of data, the level of collective trust, administrative support and self-efficacy beliefs among the respondents were high. This implies that the respondents have trust, believe in the administration and have high assurance in their capabilities even in difficult tasks and difficulties. The result also revealed that there was a significant relationship between collective trust and self-efficacy and therefore, predicted the phenomenon of self-efficacy.