Indonesian Buddhist religious teachers face various problems related to the limitation of learning infrastructure and the availability teacher training program that affects their self-confidence. This research aims to analyse the factors and the indicators of self-confidence of Buddhist religious teachers as the basis for the development of teacher self-confidence and professionalism. The proposed research questions are about (1) what are the factors as well as the indicators of the self-confidence of the Buddhist religious teachers in performing their tasks and (2) how strong are its indicators affecting teachers' self-confidence? The research participants were 153 Buddhist religious teachers who teach at formal schools. The results of the research show that factors affecting the self-confidence of Buddhist religious teachers in Indonesia are classroom environment and learning material and also teachers' working time and additional tasks. The four dominant indicators of the classroom environment and learning material are teachers' perception toward the availability of learning material, classroom availability, the quality of learning the infrastructure, and teachers' perception toward infrastructure policy. The four dominant indicators of teachers' working time and additional tasks are teachers' perception regarding a load of working time, the load of teachers' working time, teachers' perception regarding a load of their additional tasks, and the load of teachers' additional tasks.