The study aimed to determine how self-efficacy and job satisfaction strongly affect teacher performance in higher education institutions. It addresses concerns such as high student-teacher ratios and limited resources affecting teachers’ motivation and output. It aims to identify innovative strategies to strengthen teacher performance by investigating the relationship between self-efficacy and job satisfaction. This study was based on the Social Cognitive Theory, Work Engagement Model, Job Characteristics Model, and Self-Efficacy Theory. Two hundred fourteen college faculty members were the respondents of this study, chosen through a random sampling technique. The researcher employed a quantitative-correlational design to investigate the relationships among variables. The adapted and modified questionnaires as instruments for this study underwent validation from experts. Statistical treatments applied were Multiple regression, Pearson’s r, and mean scores were used. Both self-efficacy and job satisfaction were found to be significantly correlated with teacher performance, according to the study findings across domains, including instructional strategies, classroom management, student engagement, coworkers, operating rules and procedures, supervision, fringe benefits, opportunities and rewards, and the nature of work performed.