Teacher classroom behaviour has been documented as a main determinant of the classroom learning activities, interactions, and student outcomes. The study investigated the predicting influence of three teacher-related factors (teacher self-efficacy, year of teaching experience, and level of teachers’ school which could be primary level or secondary level) on teachers’ classroom behaviours. The descriptive research design of the correlational type was adopted. The sample size was 132 (female=76, male=56) primary and secondary school teachers in Ibadan Metropolis, Oyo State, Nigeria. The respondents had the average age of 20-59 years ( = 39.5 years). Two validated and relevant instruments namely, teacher self-efficacy and teacher classroom behaviours scales were used in this study. Data was analyzed using descriptive statistics, Pearson product moment correlation and multiple regression analysis. The result revealed that is a positive relationship between teacher self-efficacy, years of teaching experience and teacher classroom behaviour. The independent variables jointly contributed 16.9% of the variance to the prediction of teacher classroom behaviour when taken together. Teacher self-efficacy was most potent on predicting teacher classroom behaviour. The study has implications for teachers, especially those who teach reading skills to students with learning disabilities. The study recommends that teachers should develop high teaching self-efficacy that is capable of enabling them to perform their duties effectively.