Lack of non-cognitive skills is alarming. The strength to forecast non-cognitive skills using teacher sense of efficacy and academic motivation as predictors was verified.  Predictive research design, simple random sampling, online survey approach, and multiple-linear regression analysis were applied. The data from 264 senior high school students revealed that non-cognitive skills were very strongly (63.2%) and significantly predicted. Thus, the Social Cognitive Theory was affirmed. School leaders may strengthen teacher effectiveness by integrating life skills, social skills, and values into curriculum planning to improve student participation, academic performance, and non-cognitive abilities.