The study aimed to develop and validate a conceptual and practical model of educational self-efficacy among secondary school teachers in Khuzestan Province to enhance teaching quality and professional development. This mixed-methods study employed a sequential exploratory design. The qualitative phase used a case study and thematic analysis, collecting data through semi-structured interviews with experts, theorists, and experienced teachers, as well as document analysis. Data were analyzed using Maxqda version 24, leading to the identification of five main dimensions. In the quantitative phase, a researcher-made questionnaire consisting of 34 items across five subscales was administered to 30 education specialists. Instrument reliability was confirmed via Cronbach’s alpha (0.88), and validity was verified using confirmatory factor analysis. Quantitative data were analyzed using t-tests and factor analysis in SPSS and AMOS. The qualitative findings revealed five major dimensions of teachers’ self-efficacy: self-efficacy beliefs and attitudes, influencing factors, educational organizational structure, individual enhancement factors, and growth barriers. Quantitative results demonstrated good model fit indices (GFI=0.98, CFI=0.98, AGFI=0.96, RMSEA=0.04), and all item loadings were significant and positive, confirming the validity and feasibility of the proposed model. The developed model exhibits strong theoretical coherence, scientific validity, and practical applicability. It provides a localized framework to improve teachers’ educational self-efficacy in Khuzestan’s educational system, fostering teaching quality, professional growth, and overall educational efficiency.