Abstract This study identifies the factors and impediments to teacher self-efficacy in secondary schools in the Wolaita Zone of Ethiopia. Through a descriptive survey research design, the sample size considered was 330 teachers who were part of the study, and their categorical and continuous predictors were analyzed. Multiple linear regression analysis revealed that teacher collaboration (β = 0.35, p < 0.01), well-being (β = 0.35, p < 0.01), administrative support (β = 0.30, p < 0.01), and principal education (β = 0.30, p < 0.01) all had a significant positive effect on efficacy. High workload (β=-0.20, p < 0.05), student-teacher ratio (β=-0.18, p < 0.05), and student absenteeism (β=-0.15, p < 0.05) negatively impacted efficacy. Lack of resources (mean = 3.84), parental involvement (mean = 3.65), and budget deficit (mean = 3.62) are key challenges, implying that teachers indicate the significance of instructional materials and development opportunities for students. These challenges affect the quality of education and equal learning (SDG-4) as they limit pedagogical creativity and inclusion. Poor working conditions also result in poor finances, and excessive teacher workload cannot help in providing decent working conditions (SDG-8). These findings recommend implementing more teacher collaboration, providing the necessary resources, and improving working conditions to increase the efficacy of teachers. The most important policies to implement include ensuring access to training, providing equitable wages, and fostering community involvement to align with SDG-8 for productive employment and qualified teaching. These findings emphasize both the potential hindering factors and the challenges related to teacher self-efficacy in the study area, indicating that more appropriate national interventions are needed in both rural and urban areas of the country.
Gechere et al. (2026) studied this question.