Poor non-academic skills among learners with learning disabilities is a global problem. The contribution of teacher use of television and teacher self-efficacy on the non-academic skills of students with learning disabilities was examined. Diagnostic research design was applied. The data from 168 teachers selected through total enumeration were analyzed using multiple linear regression analysis. Result revealed that teacher self-efficacy significantly influences the non-academic skills of learners with disabilities, whereas television use does not, although their combined effect is significant, thereby affirming Social Cognitive Theory. Further research may explore additional variables, including exploratory studies to explain the remaining variance in non-academic skills, while educational leaders may provide continuous training to enhance teacher self-efficacy in supporting non-academic skills with students with learning disabilities.