Examining the variations in self-efficacy among teachers according to educational attainment and job experience is one of the main goals of the study. Another is to find out how length of work experience and educational attainment affect self-efficacy. The study's theoretical approach was backed by a review of pertinent literature. Structured questionnaires were used to gather data for a descriptive correlational study. One hundred instructors from Baghdad, Iraq's Al-Rusafah 3 school made up the study's population. The associations were investigated using multilinear regression analysis, and the differences in self-efficacy across different levels of education and job experience were assessed using analysis of variance (ANOVA). The results showed that instructors had a high level of self-efficacy, and that self-efficacy was positively connected with both educational attainment and duration of work experience. On top of that, the study found that these factors significantly influenced teachers' self-efficacy levels. As a result, the study's hypotheses were confirmed