The present study has examined the correlation between life-skills and self-efficacy among secondary-school teachers with unexpected reference to gender and level of life-skills. The paper is based on the correlational part of the researcher's doctoral study. The teachers were categorized into comparatively high, moderate and low life-skills groups, and the connection between life-skills and self-efficacy was studied separately for female and male teachers in each group. The descriptive survey method was used and Pearson's coefficient of correlation was applied for analysis. Six null hypotheses were formulated and tested. The outcomes reveal significant positive connections between life-skills and self-efficacy in all six subgroups. The strongest relationship was found among male teachers with comparatively high life-skills (r = 0.835), followed by male teachers with comparatively moderate life-skills (r = 0.633) and female teachers with comparatively high life-skills (r = 0.626). The lowest relationships were found among low life-skills groups, but these were also significant. The results indicate that life-skills are meaningfully related with teachers' self-efficacy and that improvement in life-skills may contribute to strengthening teachers' professional self-confidence, classroom adjustment and effectiveness.
Publication Date: 2026-01-31