The study was conducted to find out the level of teachers’ efficacy, teachers’ motivational strategies and innovative work behavior as well as if teachers’ efficacy and teachers’ motivational strategies do significantly predict teacher’s innovative work behavior and if teachers’ motivational strategies really mediates the relationship between teachers’ efficacy and teacher’s innovative work behavior. There were one hundred ninety-five respondents in the quantitative strand and seventeen informants in the qualitative strand for Individual Interview (IDI) and Focus Group Discussion (FGD. The study employed mixed methods study using concurrent triangulation approach. In the quantitative strand, adopted and modified questionnaires were utilized from different authors on motivational strategies, teachers’ efficacy and innovative work behavior. The result revealed that there is a high level of teachers’ efficacy, teachers’ motivational strategies and innovative work behavior. Moreover, both variables, teachers’ efficacy and teachers’ motivational strategies do significantly predict teacher’s innovative work behavior. On the other hand, teachers’ efficacy has a significant indirect effect on teacher’s innovative work behavior. This implied that teachers’ motivational strategies is a factor that explains the relationship between teachers’ efficacy and teacher’s innovative work behavior.
