This study sought to clarify the relationships between morale, job satisfaction, years of experience, and the outcome variable of self-efficacy for teaching students with off-task, noncompliant, and impulsive classroom behaviors. An online survey was completed by middle school teachers throughout the United States (N = 122). On this, participants completed a demographics questionnaire, the Purdue Teacher Opinionaire (Bentley & Rempel, 1980), the Scale for Teacher Self-Efficacy (Pfitzner-Eden, Thiel, & Horsley, 2014a), and the Teacher Job Satisfaction Questionnaire (TJSQ; Lester, 1987). The results of the study indicated that there are significant relationships between self-efficacy and morale, r = 0.32, p < 0.001; self-efficacy and job satisfaction, r = 0.26, p = 0.002; self-efficacy and years teaching, r = 0.17, p = 0.029; and job satisfaction and morale, r = 0.90, p < 0.001. Years of teaching was not found to be significantly related to morale or job satisfaction. A multiple linear regression analysis revealed that the variables do collectively predict self-efficacy, F(3, 118) = 6.43, p < 0.001, adj. R[superscript 2] = 0.12. A stepwise regression analysis indicated that morale is the best predictor of the outcome variable, t(120) = 3.72, p < 0.001, which is a new finding relative to the existing literature. An important potential implication is to provide teachers-in-training plenty of mentoring and positive modeling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]