The low competence of teachers in handling learners with difficulty presents a significant problem. This study investigates the relationship between self-efficacy, outcome expectancy, and teacher competence, addressing the global concern of low teacher competence. Employing a descriptive correlational design, the researcher gathered data from 150 respondents selected via convenience sampling. The analysis revealed that self-efficacy and outcome expectancy significantly predicted teacher competence, supporting the tenets of Social Cognitive Theory. Specifically, the study demonstrated that higher levels of self-efficacy and positive outcome expectancy were associated with greater teacher competence. These findings suggest that interventions to boost teachers' self-belief in their abilities and foster positive expectations regarding their impact can effectively enhance instructional effectiveness, particularly in supporting learners with memory, attention, and comprehension challenges. However, the study also acknowledged that self-efficacy and outcome expectancy accounted for 67.1% of the variance in teacher competence, leaving 32.9% unexplained. Consequently, the researcher recommended further investigations to explore additional variables that may contribute to teacher competence.