The formation of self-efficacy (SE) is crucial for pre-service teachers (PSTs) in IPG since it promotes their ability to handle classroom challenges effectively, manage diverse potential students, and encourage learning participation in class. The formation of self-efficacy is also important to develop confidence among PSTs due to the future roles of educators in the education system. Thus, it is important to determine the contribution of gender and academic achievement towards Self-Efficacy formation among PSTs. Using the Teacher Self-Efficacy instrument with a sample of 208 respondents, the findings indicated that overall, SE was at a high level. However, no significant differences were found between male and female PSTs, nor was there a meaningful correlation between academic achievement and SE. Similarly, no significant differences were observed in academic achievement across genders. These results suggest that self-efficacy among PSTs in this context is largely independent of gender and academic background. Instead, SE may be shaped by other contributing factors beyond academic achievement alone. Therefore, while gender differences remain an important consideration in teacher education, the development of SE should also integrate other elements such as institutional support and curriculum design, and practicum experiences.