Student self-efficacy is an individual's belief in his or her ability to complete a task. This belief becomes important in the context of education because it has a direct effect on academic performance and student challenges in learning. Feedback from teachers is one of the external factors that can strengthen student self-efficacy. The purpose of this study is to determine the relationship between students' self-efficacy and teacher feedback in English learning. This study used quantitative approach with pearson correlation analysis method. The population in this study were ninth grade students with a sample of 30 students. Sampling research with purposive sampling method. The measuring instruments in the study used a scale of student self-efficacy and teacher feedback in teaching. The results showed the correlation coefficient rho of 0.602 with a significance value (p) of 0.000. The value of p < 0.05 means that the hypothesis is accepted, which means that there is a positive relationship between student self- efficacy and feedback in teaching. The higher the teacher's feedback in teaching, the better the students' self-efficacy in learning. Conversely, the lower the teacher's feedback in teaching, the lower the students' self-efficacy in learning at MTs Darul Ulum.