The study of the teacher’s self-efficacy trend as the foundation in the development of thoughts, feelings, and self-behavior is seldom discussed. The factors affecting self-efficacy are also detrimental to efforts to identify and make changes to the teaching and learning process. Thus, a Systematic Literature Review (SLR) is conducted to investigate the trend of self-efficacy research based on the type of schools, research approach, sampling techniques, and national context. The most dominant factors in influencing the self-efficacy of teachers’ teaching and learning practices were also studied. Scopus, ERIC, and Google Scholar databases were used in the article process. This study uses the PRISMA Model in implementing the screening of article selection which involves four phases. The four phases are Identification, Screening, Eligibility, and Included. 31 relatable articles were chosen that were published between 2017 till 2022. The findings show that the quantitative approach, secondary school context, simple random sampling technique, and Malaysia exhibited the highest trend. Meanwhile, demographic factors and technological skills factors are most dominant in affecting the self-efficacy of a teacher. The implication of this research is able to provide the necessary push for future studies to identify techniques and interventions that are successful in strengthening the self-efficacy of teachers in line with the education transformation.
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