Low self-assessment among general education teachers is alarming globally. This explanatory sequential study investigated the self-assessment of general education teachers instructing learners with difficulties in understanding, remembering, and concentrating, addressing the global issue of low teacher self-assessment. Employing an explanatory sequential design, the study surveyed 150 teachers quantitatively, followed by a focus group discussion with 10 selected participants. Quantitative findings revealed remarkably high self-assessment levels across socio-emotional, cognitive, communication, physical, and daily living skills domains. Qualitative data identified environmental and behavioral conditions contributing to these high self-assessments, including positive school environments, home and community support, favorable classroom climates, student personal conditions, and effective school management and administration. This research provided valuable insights into teacher self-assessment and recommended further investigation and targeted interventions to enhance teacher efficacy and improve student learning outcomes.