<p>The current study investigated personal and environmental factors that are associated with day-care teachers enrolled in an academic training program’ self-efficacy, which is the belief in a person’s ability to manage and execute actions required of them in their life tasks. This concept is a crucial element in motivation and learning theories, affecting goal setting, persistence, and achievement. An online questionnaire regarding self-efficacy, work conditions, motivation, and demographic information was completed by 313&#xa0;day-care teachers participating in the training program. Results showed that personal predictors, e.g., intrinsic motivation, positively predicted and correlated with self-efficacy among teachers in the program. As for environmental factors, low salary levels were correlated with lower self-efficacy, physical work conditions were positively correlated with but did not statistically predict self-efficacy, and job security was positively correlated with self-efficacy but its statistical predictive power diminished when motivation was taken into account. The study highlights the importance of intrinsic motivation and secure employment conditions as correlates of self-efficacy among day-care teachers engaged in academic training, and points to the need for further research on the impact of physical work conditions and salary levels in this specific subpopulation.</p>