The aim of this quantitative cross-sectional and predictive study is to analyze the influence of self-efficacy of Portuguese teachers' job satisfaction. A sample of 327 primary teachers from the first grade (working with pupils from 6 to 10 years) answered a sociodemographic questionnaire and Portuguese self-efficacy and job satisfaction validated population scales. A multiple linear regression analysis showed that the increase in "instruction effectiveness" and "effectiveness in interpersonal relationships" predict an increase of teaching satisfaction on the "relationship with the profession" (R² = .27). A better perception of "interpersonal/ institutional relationships" (R² = .20) corresponds to a decrease in "instructional effectiveness" and an increase on effectiveness in interpersonal relationships.
self-efficacy; job satisfaction; teachers
