This paper defines the concepts and importance of two constructs that significantly influence the performance of an individual: self-efficacy and work engagement. Recently, human potential has been increasingly studied as an effect of positive organizational behavior and is linked to the work role of education and training workers. The concept of self-efficacy is derived from a social-cognitive theory developed by Albert Bandura in 1977. Bandura defined self-efficacy as an evaluation of one's own capabilities as specified by future behaviors to achieve a desired goal. It refers to an individual's subjective evaluations of how someone thinks, feels, and acts. The self-efficacy assessment is individual. Self-efficacy affects human action and cognition, which is an important determinant in the motivation process (Bandura, 1997). The following table shows the number of samples of the substance in the sample. The second concept defined in the paper refers to a positive psychological process associated with an individual's work role (Bakker and Demerouti, 2007). In recent years, engagement has been intensively studied as it has been associated with job satisfaction, commitment to work organization and less need to change jobs (Schaufeli and Bakker, 2003). The concept is attributed to William Kahn, a professor who defines work engagement as the physical, emotional, and cognitive involvement of an employee in the performance of a work role (Kahn, 1990). The second part of the paper talks about the scientific research carried out in which 270 educators from the Republic of Croatia participated via an online questionnaire. The use of scales modified for educators applicable in this study; the self-efficacy scale for teachers (Eng. Teacher Self-Efficacy Scale) and a short version of the Utrecht Scale of Employment Engagement (Eng. The Utrecht Work Engagement Scale (Uwes - short form) is used to measure the level of employee involvement in the organization of work. The purpose of the study was to examine the level of perceived self-efficacy of educators and the degree of work engagement during working hours. The ultimate goal was to investigate the relationship between self-efficacy and the work engagement of educators. The results of the study showed that educators rate self-efficacy highly. The degree of their work engagement is also rated highly but is subject to factors such as stress at work, dissatisfaction and misunderstanding of the educator by professional associates. In line with expectations and theoretical assumptions, self-efficacy has been shown to be a predictor of positive outcomes and a personal resource for educators that contributes to greater work engagement. On the other hand, educators who are highly engaged have more experience, self-confidence and motivation, which affects their level of perceived self-efficacy. We can say that these two constructs complement each other, they are dependent on each other.