The purpose of this quantitative correlational predictive study was to examine if, or to what extent, gender, years of experience, and instructional modality predicted self-efficacy among community college instructors teaching in the Southwest region of the United States. The theoretical framework for this study is grounded in Bandura's theory of self-efficacy and the evolution into teacher self-efficacy. Data collection employed a convenience sampling strategy to acquire a sample size of 133 instructors. The Teachers' Sense of Efficacy Scale was used to measure the criterion variable while demographic questions measured the predictor variables to determine if or to what extent gender, experience, and modality predict teacher self-efficacy. Multiple regression analysis was run to determine if each predictor variable, gender, years of experience, and instructional modality served as statistically significant predictors of self-efficacy. Overall, the model was viable representing 18.6% of the variance in the criterion and statistical significance F(5, 4.887) = p < 0.001. Gender male/female did not produce statistically significant results at p = 0.174 while gender other was a significant predictor at p = 0.003. Years of experience remained consistent with the theoretical foundation as a statistically significant predictor of efficacy at p = 0.002. Modality did not prove to be a statistically significant predictor of efficacy for face-to-face instruction p = 0.864 or hybrid p = 0.980. The findings of this study can help organizations develop targeted professional development for this vital skill. Future research should continue to expand on these results focusing on gender diverse options and approaches to understand the scope of predictors for self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]