Mobbing, in organizations, is a composition of systematic manners and is composed of hostile acts against one individual. The ultimate goal is to inflict stress on an individual that finally leads to his/her resignation from their position unwillingly. In the formation of Mobbing, organizational factors are as important as individual factors. This process is very harmful for both individuals and organizations, in fact, its influence is even more deeper when it is applied in educational institutions and the consequences are irreversible. This research paper aims to analyze the relationship between primary school teacher's perceptions of Mobbing resulting from the school officials and teacher's self-efficacy perceptions. The survey was conducted in 8 schools and was given to 412 instructors. In the survey, "The relationships between colleagues" scale was used to measure teacher's perception of the psychological terror; which is carried out by the school officials and colleagues and "Teachers self efficacy" scale was used to determine the level of self efficacy In summary, instructor's response rate in the sampling to the psychological terror applied by the school officials and colleagues is very low but level of self efficacy is found to be very high. The relationship between these two subjects is very little and there is usually a shift from one situation to another that is completely the opposite of the prior and conveys a negative meaning that is directly expressed in teacher's response to the situations. It has been determined that Mobbing that has been forcefully carried out by the school officials varies depending on some conditions such as age, gender, branch, type of work, number of years spent in the same school and number of years under the same administration, whereas, Mobbing that has been forcefully carried out by other colleagues varies depending on branch, type of work and number of years under the same administration.