The purpose of this study was to examine the relationship between Classroom Management Belief (PCI) and Academic Optimism among teachers in government secondary schools (9 & 10 grades) of central zone of Tigray, Ethiopia. The study was descriptive survey design and employed quantitative approach. By using a self-response questionnaire, data were collected from a sample size of 540 (216 female and 324 male) teachers drawn from a target population of 1789 (1324 males and 465 females) selected through Multi-stage probability sampling technique. Data were analysed by using Pearson bivariate correlation. Significant positive relationship was revealed between the teacher’s classroom management belief and academic optimism. The sub-scales of academic optimism (self-efficacy, trust, academic emphasis) were also appeared to have significant relationship with classroom management belief (PCI). Above half of the teachers were found to experience unfavourable sense of academic optimism. Finally, based on the findings, proper conclusions supported with the implied recommendations were forwarded.