This research study was undertaken to investigate self-efficacy of secondary school teachers and how it is influenced by educational qualification and change proneness. Descriptive survey method was employed for the present investigation. Incidental sampling technique was used to select the sample of 1048 teachers from eight districts of Himachal Pradesh. Change Proneness Inventory by Dr. M. Mukhopadhhyay (2012) and teacher self-efficacy scale by Sood and Sen (2017) were used to collect data. The data were analyzed by descriptive statistics and two way analysis of variance. No significant difference existed in self-efficacy of secondary school teachers with and without post-graduation. It was revealed that secondary school teachers possessing different level of change proneness differed significantly from each other with regard to their self-efficacy. Interactional effect of change proneness and educational qualification with respect to self-efficacy of secondary school teachers was found to be significant. The implications of the findings are discussed in the end of the paper. Keywords: Self-efficacy, Change proneness.