Background Teachers have a key role in using technology in educational settings. They deal with many variables that can interact with each other and facilitate or weaken their acceptance of technology. In this regard, self-efficacy is an important variable that should be emphasized when examining the use of information and communication technology. This study aimed to investigate the relationship between interpersonal self-efficacy and computer self-efficacy among teachers. Methods This was a correlational study conducted in 2014 - 2015. The study population included 994 teachers in Dezful city among whom, 278 teachers were selected as sample according to Cochran formula using stratified random sampling method. The research tools included teacher’s interpersonal self-efficacy scale and computer self-efficacy scale. Construct validity and reliability of the questionnaires were confirmed through factor analysis and Cronbach’s alpha coefficient, respectively. Following the collection of the questionnaires, the data were analyzed using descriptive statistics and regression analysis in SPSS version 20. Results The findings indicated that teachers’ self-efficacy in using computer was moderate. However, Pearson’s correlation coefficient showed that there was a significant positive relationship between interpersonal self-efficacy and computer self-efficacy in teachers and this variable could explain about 23% of computer self-efficacy variance (P = 0.05); nevertheless, the variable is affected by several other factors. Conclusions Researchers have identified several factors associated with computer self-efficacy; however, different aspects of the issue have not been completely known yet and further research is required in this area. The results of this study provided useful information for educational authorities and other researchers on the importance of interpersonal self-efficacy over computer self-efficacy.