Self-efficacy and high-quality instruction lead to successful achievement, but poor-quality achievement experience reduces teachers' beliefs about self-efficacy and the quality of education. As the teacher's mastery experience increases, so does the teacher's self-efficacy. The objective of this study was to investigate teacher’s self-efficacy and quality teaching on Physical Education in AWI zone weredas in some selected secondary schools and to suggest valuable solutions to the problem. Four questions were raised to achieve the objectives of the study. To answer these basic research questions, a descriptive survey research method was employed. Eleven (11) secondary schools and 64 teachers were the participants of the study. The schools were selected by simple random sampling, and the teachers selected through a purposive sampling method. After the analysis of the collected data by spss, the following findings were made; that teachers are not meeting the required time for teaching PE; there is a lack of facilities and equipment; that teachers are not provided with In-service Training (INSET) training; that teachers have very low self-efficacy in teaching some PE content areas such as athletics, gymnastics, adapted PE. Other factors affecting teachers in teaching PE in the selected secondary schools in Awi zone, the factors are educational background and knowledge factors, class size and time allotment factors, PE situation in Life Skills factors, and physical resources factors. For further improvement, PE teachers are assigned with the responsibility of conducting different PE activities. They should, therefore, be equipped with the necessary knowledge as well as skills to teach this lesson effectively. PE teachers should be provided with in-service training, assistance and the supervision of a PE specialist, conducive and standard PE facilities and equipment, and the time allocation for PE on the school timetable should be improved. Ethiopia ministry of education should make it possible for the teachers to take active part in the curriculum development so that they can provide their input concerning the teaching of PE in school.