Teaching self-efficacy is a critical factor influencing teachers’ instructional effectiveness and professional performance. This study models the influence of professional knowledge (content knowledge, general pedagogical knowledge, and pedagogical content knowledge) on teaching self-efficacy among Pre-service Management Teachers (PMTs). This study employs a quantitative approach with an explanatory research design. Data were collected from 101 PMTs using a structured questionnaire. Data were analyzed using Partial Least Squares - Structural Equation Modelling (PLS-SEM). The results revealed that content knowledge, general pedagogical knowledge, and pedagogical content knowledge significantly influences PMTs’ teaching self-efficacy. Among the predictors, pedagogical content knowledge demonstrated the strongest influence on teaching self-efficacy, followed by general pedagogical knowledge, while content knowledge showed a smaller but significant effect. The model explained a substantial proportion of variance in teaching self-efficacy (R2 = 0.698), indicating strong predictive power. Importance–performance map analysis further showed that pedagogical content knowledge had the highest importance in enhancing teaching self-efficacy. The findings highlight the importance of integrating subject knowledge with effective pedagogical strategies in teacher education programs. It is recommended that strengthening preservice teachers’ pedagogical content knowledge through practical teaching experiences, micro-teaching, and teaching practicum can significantly enhance their confidence and preparedness for classroom instruction. Concerning novelty, this study provides practical implications for improving teacher education and training programs.
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