Teachers' self-efficacy is recognized as a significant factor contributing to the quality of teaching and the overall performance of educators. Various elements, including educational reforms, may influence teachers' self-efficacy. This study employed an exploratory mixed methods research design, aiming to use qualitative findings as the foundation for the subsequent quantitative phase (Creswell & Clark, 2011). Through this research approach, four key areas of self-efficacy—teaching and instruction, motivation, satisfaction, and professional development—were identified via open interviews conducted with nine participants. These areas were instrumental in assessing the impact of educational reforms on teachers' self-efficacy. Subsequently, a survey involving 384 public school teachers revealed a general disagreement with ADEC reforms across all four domains, suggesting that these reforms have not effectively assisted teachers in enhancing their self-efficacy in their professional roles. Notably, male teachers expressed more favorable views regarding ADEC reforms than their female counterparts, while teachers with higher levels of education tended to have more critical perspectives on these reforms. Additionally, the study identified several factors undermining teachers' self-efficacy, including excessive workloads, work-related pressure, non-teaching responsibilities, a curriculum that is perceived as overly demanding, insufficient time to fulfill classroom objectives, and a lack of quality professional development opportunities. The findings indicate that educators require adequate time, realistic goals, and high-quality professional development to improve their teaching practices, foster motivation and satisfaction, and ultimately improve their self-efficacy.