The present study was carried out to examine the effect of self-efficacy on teachers’ performance. For the collection of required information, simple random sampling technique was used. Sample of the study consisted of 640 teachers (male = 320 and female =320) and 640 students (Boys=320 and Girls=320). A teacher’s self-efficacy scale established by Tschannen-Moran and Hoy (2001) was used for the data collection while a questionnaire was developed to assess the teachers' performance and for the validation of its Reliability and Validity from a local perspective, it was sent to experts for review and pilot testing. Descriptive statistics and regression analysis were used for the analysis of collected data. Results of the study revealed that the teacher’s self-efficacy and teacher’s knowledge had a significant positive impact on teachers’ performance. This study recommended that the education department in collaboration with policymakers, educationists and stakeholders may develop professional courses and other teachers’ education programs to develop the feeling of self-efficacy in secondary school teachers.