Tracing the didactic self-efficacy of mathematics teachers, the factors that affect it and the existing correlations between them are a key issue of the present work. The relationship between self-efficacy and teaching strategies, student involvement and class management was studied. The sources of didactic effectiveness were sought, which was according to the teachers themselves to shape their training needs. A quantitative survey of population characteristics has been carried out and the first conclusions are reflected in this paper. The sources of didactic effectiveness were carried out with the performance of the scale of Teachers’ Efficacy Sources Inventory in a sample of N = 990 teachers of mathematics, who work in public and private educational structures. In the present work, the aim of the work is mentioned in relation to the emergence of sources of didactic effectiveness that shapes the training needs of educational mathematics. The analysis of the initial data reveals that the personality traits of the teacher are a key source of effectiveness. Training programs show less correlation and this is an incentive for them to be shaped in order to enhance the effectiveness of teachers. It is very important that these views come from the practicing educational mathematicians themselves and should be studied in order to lead to a better organization and improvement of educational programs.