This research investigated the impact of teacher certification pathways (traditional vs. alternative) on teacher self-efficacy levels; it explicitly focused on elementary teachers in Title I and non-Title I schools. The research context addressed the prevalent issue of teacher shortages in U.S. school districts, which often led to reliance on alternative certification programs to fill teaching positions. The primary instrument for data collection was the Teachers' Sense of Efficacy Scale (TSES), a Likert-type questionnaire consisting of twelve questions assessing self-efficacy in areas such as student engagement, instructional practices, and classroom management. The study sought to provide insights into the quality and effectiveness of alternative certification programs compared to traditional routes. The research findings suggest that while alternatively certified teachers are more likely to be employed in high-risk Title I schools, there was no significant difference in their self-efficacy compared to traditionally certified teachers. This indicates that despite the differences in certification paths and school settings, teachers' overall confidence in their abilities remained consistent. However, there were significant differences in the subscale results for classroom management, with traditionally certified teachers showing higher efficacy in this area. This research can inform policymakers, educators, and stakeholders about the implications of teacher certification pathways on teacher effectiveness and, consequently, student outcomes in Title I and non-Title I schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]