This study aimed to investigate the relationship between teacher’s self-efficacy and academic achievement of the students at Katipunan Integrated School, Coronobe Integrated School and New Albay National High School. The research employed a quantitative research design, utilizing a survey questionnaire as the primary data- gathering tool. The participants were 100 Grade 10 students randomly selected. The grades were gathered for the academic performance and the survey questionnaire adapted from Bandura’s Teachers’ Self- Efficacy (TSE). The data collected were analyzed using statistical methods such as mean, standard deviation, and Pearson correlations. The results showed that there is no significant relationship between teachers’ self-efficacy and academic achievement of students. This implied that the variables in the context of the current study do not significantly relate to one another. The study recommends that students should prioritize their academic responsibilities to achieve better academic performance.