This study delves into the pivotal role of high school educators in Nairobi County, Kenya, in managing problem behaviors among learners and fostering student well-being. Through an exploration of teachers' self-efficacy beliefs, this research investigates the extent to which educators feel empowered to address and mitigate challenging behaviors. The findings illuminate the intricate relationship between teacher self-efficacy and the promotion of a positive school environment, ultimately contributing to student well-being and academic success.