Background, in educational settings, self-efficacy beliefs support motivation, well-being, and 
achievement. The factors that influence behavior are embedded in the belief that one has the capability 
to accomplish that behavior. Most research suggests that self-efficacy is strongly predictive of academic 
performance; in fact, it is typically as good a predictor of academic success as previous achievement 
or mental ability. Aim of this study was to assess the level of self-efficacy among nurse educators in 
Alexandria Health Institutes. Design: Descriptive research design was adopted. All available nurse 
educators (n=180) at Alexandria Technical Health Institute (n=90) and Health Insurance Technical 
Institutes (n=45) and Alexandria University Institute (n=45) were included in this study. One tool for 
data collection were used, Teacher Self-Efficacy Scale. Results of the conducted study revealed that 
nurse educators were perceived moderate level of overall self-efficacy, there was statistically significant 
positive correlation between overall self-efficacy and its dimensions. Conclusion, there was significant 
positive correlation regarding to self-efficacy and its dimensions in 3 working institutes. 
Recommendations: Therefore, it was recommended that, Technical Nursing Institutes should focus on 
nurse educators' feedback regarding their need to enhance nurse educators' self-efficacy through 
periodical educational programs