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The objective of this paper is to discuss the relationship between academic training of Physics teachers in High School and some subjective variables. These variables are related to the concepts of Personal Efficacy Beliefs of Physics Teachers and the General Efficacy Beliefs in Physics Teaching, inspired by Bandura's Social Cognitive Theory (2005) and in theorizations by followers (WOOLFOLK; ROY, 1990; RIGGS; ENOCHS, 1990). The data were collected during the years 2006 and 2007 through a closed questions questionnaire applied to 136 teachers from public and private schools in Brazil. For data analysis we used a quantitative methodology, specifically the Kruskal-Wallis test, in an attempt to relate some factors that constitute the above mentioned beliefs and academic training of Physics teachers in High School. The results demonstrate the specific training of Physics teacher as a positive condition for the variables studied. In this sense, the academic training of the Physics teacher is highlighted as an important factor in offering a motivating teaching environment. This is a great challenge in our country, where we have a large deficit of graduates in this discipline (GOBARA; GARCIA, 2007). In parallel to the offer of appropriate training for Physics teachers, it is necessary to focus on providing conditions and incentives for these professionals to stay in the profession, especially in public schools. [ABSTRACT FROM AUTHOR]