Abstract The study investigated the influence of marital status on teachers’ self-efficacy in public secondary schools of Kisumu County, Kenya. Concurrent Triangulation Design was adopted to collect quantitative and qualitative data from samples of 327 students and 12 teachers. The interview schedule and questionnaire were piloted with 2 and 33 teachers respectively, who did not participate in the survey. Piloting helped to clarify the test items, determine construct validity (r = 0.564 for items expected to have similar responses and r = -0.325 for items expected to have different responses) and two experts in Educational Psychology established face validity of the research instruments. Internal reliability was established at Cronbach’s Į = 0.9976. Multivariate Analysis of Variance (MANOVA) was used to analyze data from questionnaire. The quantitative findings revealed that marital status had no statistically significant influence on teachers’ self-efficacy while the qualitative findings revealed that marital status had an influence on teachers’ self-efficacy. The study recommends the employment of counsellors in schools to help teachers to deal with psychosocial and domestic issues.