Introduction: Bullying in schools is a complex phenomenon. Teachers' ability to manage bullying behavior is closely related to the occurrence and continuation of bullying in classes.This study aimed to determine the effectiveness of School-Wide Anti Bullying Programs (SWABP) on classroom behavior management strategies and teachers' perceived self-efficacy in classroom behavior management.
 Materials and Methods: The statistical community of this clinical trial consis all of women teachers in elementary schools in Ahar city (western part of Iran) during 2014-2013. The sample included 40 teachers that were chosen through random sampling and divided into two equal experimental and control groups. In order to measure the research variables, the classroom behavior management strategies scale and perceived self-efficacy of teachers were used. The program was designed to recognize and dealing with students' bullying was performed for experimental group during the six 90 minute's sessions. Data analyzed by ANCOVA and SPSS software version 15.
 Results: The results indicated that the treatment was able to create significant changes in the choice of advocate assertion strategies (P=0.005), avoidance (P=0.00), parents involvement (P=0.001) and in teacher's efficiency in classroom behavior management compared to the control group.
 Conclusion: It seems that anti-bullying program could be effective on bullying behavior management strategies and teachers perceived effectiveness in classroom management so it emphasizes the need to implement programs to prepare and promote the professional skills of teachers and school counselors to deal effectively with behavioral problems of students.