The present study focused on the relationship between the teacher change proneness and teacher efficacy among the secondary school teachers in Vizianagaram district, Andhra Pradesh, India. Change proneness, though quite recent in origin, with astonishing rapidity has become almost a catch word. It is the tendency to accept anything, which is new, novel, to be imbibed in their style of work. Teachers’ efficacy refers to the results on teacher gets, or the amount of progress of the pupils towards certain learning objectives. Thus teacher efficacy can be defined as a product of the interaction between certain teacher characteristics and the teaching learning situations. The data were collected from 272 secondary school teachers working in 22 secondary schools in Vizianagaram District by using two scales. The ‘teacher change proneness scale’ was developed and standardized by Devagiri (2004) and the ‘the teacher efficacy scale’ developed and constructed by Peri (1983). The preliminary information of the teachers along with the responses to the both scales was collected from the secondary school teachers. The data were analyzed by using the statistical procedures like means, standard deviations, critical ratio values and r-values. The results were discussed according to the significant values obtained. Based on the results certain conclusions were drawn. On overall observation of the study, some implications were mentioned.