Teachers’ sense of self-efficacy has been identified as a variable that make teachers’ actions and judgments about their capabilities to influence learners’ outcomes. These perceived efficacy beliefs shape the persistence, effort, and time teachers invest in teaching their students. This study explored self-efficacy among english language teachers in ecuador. Data were collected through a survey administered to 99 teachers who live and work in different parts of the country. The college teacher sense of efficacy scale was used to assess efficacy for lesson planning, learners’ implication, teachers and learners’ interaction, and teachers’ and learners’ performance assessments. Results showed a high perception, over 80%, of self-efficacy of the teachers surveyed in their confidence of their abilities, and over 75% of self-efficacy in the frequency they do their planning for lessons, learners’ implications, teachers and learners’ interaction