In today times, societies have witnessed many rapid and successive changes in various fields. The progress of nations is measured by the progress of societies’ educational processes and the services they provide for the advancement of their children, whether ordinary or with special needs. This study aimed to detect the difference in the degree of self-efficiency between teachers of students with intellectual incapacities and teachers of autism disorder, as well as the influence of sex, years of experience and the intensity of disability on their degree of self-efficiency. The study sample consisted of 139 teachers (72) of teachers with intellectual disabilities, 67 teachers of autism disorder in Qasim region, Saudi Arabia. The study used the measure of self-efficiency (the preparation of the researchers). According to the study's findings, no statistically significant distinctions existed between the averages of instructors with intellectual disabilities and the averages of teachers with autism in the degree of self-efficiency, as well as the absence of statistically notable distinctions between the averages of instructors and the averages of teachers in the degree of self-efficiency, while statistically significant dissimilarities existed between the averages of teachers on the measure of self-efficiency attributable to years of experience.