The purpose of the study was to review studies that reveal the factors affecting the self-efficacy of teachers of students with autism between 2000-2019. This systematic review implemented three channels of research: electronic sources, reference lists, and browsing journals. As a result of the review, 18 reviewed articles that met the inclusion criteria. After synthesizing the included studies, 12 factors were identified that related to the direct correlation with the self-efficacy of teachers of students with Autism. The factors are job satisfaction burnout, students' inclusion, teachers of students with Autism, commitment, work conditions, curriculum, instructional strategies, classroom management, student involvement, level of self-efficacy, and attitudes to teaching students with Autism.