the purpose of this study was to investigate the relationship between teachers’ class management practices with students’ self- regulated learning and academic self-efficacy. in this study relating to the management class, three dimensions, (training management, people management and behavior management) and three style (interventionist, interactionist and non-interventionist) was considered. research population included all secondary school teachers and secondary school female students in high school in galougah town in 2013-2014 academic year. the sample consisted of 169 students of galougah high school female students who were selected by multistage cluster sampling method, also all the teachers of the students = 72 the teachers were selected as sample population. research instruments were: a) ali & amin-yazdi inventory management and control beliefs of teachers in classes (1387), b) buford self-regulated learning questionnaire (1995), and c) jinks and morgan self-efficacy questionnaire (1999 ). for data analysis, descriptive statistics of the results, the statistics of mean, standard deviation, and the prevalence and frequency, and the pearson correlation index, analysis of variance, multilevel regression, and tukey test was used for statistical inference. results showed that, a) experienced teachers compared with less experienced and younger teachers use interactive methods of management. b) management training dimension and teacher experience are significantly related to self-regulated learning and academic self-efficacy, and they are powerful predictors for them. c) interactive and intrusive management style had respectively, positive and negative relationship with self-regulated learning and academic self-efficacy students. d) between self-regulated .learning and academic self-efficacy, there is a significant relationship