Ineffective teaching practices remain a pressing concern in education. This study verified the double mediation role of instructional competence and classroom management on the relationship between mathematics teacher self-efficacy and effective teaching practices. Using predictive research design, survey approach, and stratified sampling, data gathered from 129 elementary mathematics teachers were analyzed through mediation analysis. Findings revealed that double mediation accounted for 89.1% effect on the predictive-criterion correlation, partly supporting the Social Cognitive Theory. Future studies may explore additional mediating variables for the remaining 10.9% unexplained variance, and use qualitative approaches to identify other factors influencing teaching practices. Educational leaders may implement training programs to enhance mathematics teacher self-efficacy, instructional competence, and classroom management skills for improved teaching practices.