This study explored the influence of in-service Economics teachers’ metacognitive professional skills on their teaching self-efficacy. The study utilised a descriptive cross-sectional survey design, involving a total number of 120 Senior High School Economics teachers. The Metacognitive Awareness Inventory for Teachers and Teacher Sense of Efficacy Scale were adapted as the data collection instruments for the study. Descriptive statistics (frequencies, percentages, mean and standard deviation) and Partial Least Square Structural Equation Modelling (PLS-SEM) were used to analyse the data. The study revealed that in-service Economics teachers had high level of metacognitive professional skills. Also, it was found out that in-service Economics teachers’ declarative knowledge, conditional knowledge, planning, monitoring and evaluating had statistically significant positive influence on their teaching self-efficacy. However, the study revealed that procedural knowledge had a significant negative influence on Economics teachers’ self-efficacy. As a result, it was recommended that the Ghana Education Service, the Ministry of Education, and Non-Governmental Organisations continue to offer professional development workshops for teachers in order to ensure that Economics instructors' metacognitive professional skills are continuously improved. The current study adds to empirical research by investigating the links between Economics teachers’ metacognitive professional skills and teaching self-efficacy. The findings' implications for practical application are thoroughly studied and addressed

conditional knowledge, in-service teachers, self-efficacy, metacognitive professional skills, monitoring