This study examined the factor structure of the Teachers’ Sense of Efficacy Scale (TSES) with a sample of Malaysian in-service (n=191) and pre-service (n=122) teachers. The long- form (24 items) of the TSES was tested using two plausible rival models, the one-factor model, and the theoretically-driven three-factor model. Results from confirmatory factor analysis demonstrated that the baseline three-factor model had a better fit. Standardized factor loadings, standard errors, inter-correlations between factors and reliability coefficients for each factor are reported together with the goodness of fit indices. Minor revisions to improve the fit of the scale for Malaysian teachers are recommended. The TSES scale and the conceptualisation of teacher efficacy are discussed in terms of the cultural and educational context of Malaysia. This study advances the use of the TSES for measuring teachers’ sense of efficacy by demonstrating its factor stability within the Malaysian context.