This article provides a comprehensive review of theoretical foundations and empirical findings related to academic self-efficacy among pre-service teachers. Based on Bandura’s social cognitive theory, academic self-efficacy is defined as an individual’s belief in their capabilities to successfully perform academic tasks and is formed through four primary sources: mastery experiences, vicarious learning, verbal persuasion, and interpretation of physiological and affective states. A review of existing research demonstrates that academic self-efficacy among pre-service teachers is influenced by a complex network of multilevel factors. At the individual level, variables such as gender, age, experience, learning styles, and emotional intelligence play significant roles. Family factors include parental support, socioeconomic status, and family role models. At the institutional level, teaching quality, instructor support, and learning environment are influential. Sociocultural factors encompass cultural beliefs, social status of teachers, societal expectations, and media influence. Findings indicate that these factors interact systemically to affect self-efficacy. Based on this review, practical recommendations are provided for policymakers (revising teacher education programs, developing mentoring programs, enhancing social status of teachers), instructors (creating supportive environments, providing constructive feedback, using active teaching methods), and counselors (assessing self-efficacy, cognitive-behavioral interventions, teaching coping skills). Results emphasize that enhancing academic self-efficacy among pre-service teachers requires comprehensive, multidimensional approaches that operate simultaneously across individual, family, institutional, and sociocultural levels.