This meta-analytical research explores the relationship between teacher self-efficacy and student engagement in the context of primary and secondary education. Based on Bandura's Social Cognitive Theory, teacher self-efficacy refers to the teacher's confidence in his or her ability to manage classroom challenges, deliver learning effectively, and encourage positive student learning outcomes. A systematic literature search was conducted using the Scopus database for publications from 2014 to 2024, and resulted in 20 studies that met the criteria with correlation data that could be analyzed. The results of the meta-analysis showed a significant positive and moderate association (r = 0.48; CI 95%: 0.33–0.63), which indicates that the higher the teacher's self-efficacy, the higher the student's cognitive, emotional, and behavioral involvement. Heterogeneity analysis showed significant variation between studies (Q = 1014.661, p <.001), indicating that contextual factors such as education level, type of measurement instrument, and geographic location may moderate the relationship. Subgroup analysis and publication bias tests (funnel plots and Egger tests) showed consistent and reliable results. These findings suggest that teachers with high self-efficacy tend to create supportive learning environments, implement adaptive learning strategies, and provide individualized support to students. This study emphasizes the importance of professional training that focuses on improving teacher efficacy, particularly in the context of digital and hybrid learning. These results also encourage longitudinal and cross-cultural research to enrich understanding and support evidence-based education policies.