Background: The use of Information and Communication Technology (ICT) is effective in the teaching-learning process. Related factors should be considered for optimal use of ICT. The aim of this study was to investigate the relationship between ICT literacy and computer self-efficacy of teachers at special schools of Birjand.

Methods: Population of study include all individuals who are working as teacher in special school in 2014-2015 in Birjand (N = 89). 73 teachers (59 females and 14 males) were randomly selected as sample. To collect data, ICT literacy questionnaire of Zare Mogaddam and computer self-efficacy scale of Murphy et.al were used.  Data were analyzed with one sample t test, Pearson correlation and regression analysis.

Results: The results showed that the mean of self-efficacy was higher than the mean of the test (P<0.01) and mean of ICT literacy was below the mean of test (P>0.01); ICT literacy had significant correlation with computer self-efficacy in general (r=0.731), in men (r=0.557) and in women (r=0.752), (P<0.01).

Conclusion: Therefore, it seems that when the individual has more knowledge and skills in the field of ICT literacy he has a better view toward his ability to use computer and in general he would have higher computer self-efficacy, which can lead to greater use of ICT in the teaching-learning process.