This investigation examined the relationships between teacher self-efficacy, teacher job satisfaction, and intent to leave. The 156 participants in the study were K-12 public-school teachers in the state of Ohio. A mixed-methods study consisting of questions relating to teacher self-efficacy, job satisfaction, and intent to leave was distributed to participants via snowball sampling. Results indicate that "Job Satisfaction" is significantly correlated with the teacher self-efficacy factors, while intent to leave is not. A multivariate analysis of variance (MANOVA) was conducted. Results of the MANOVA indicate that there is a statistically significant relationship between job satisfaction and the multivariate factor of self-efficacy, F(3,152) = 7.58, p < 0.001. The relationship that exists is an inverse relationship between teacher self-efficacy and job satisfaction--as self-efficacy increases, job satisfaction decreases. Inductive coding was used in the qualitative analysis to examine factors that cause teachers stress in their job and impact job satisfaction. The results of the study contradict previous research, the theoretical framework of Bandura's theory of self-efficacy, and the theory of self-determination. To recruit and retain high-quality teachers who provide the best educational outcomes for students, all stakeholders must closely examine the development and evaluation of teacher self-efficacy, the factors contributing to teacher job satisfaction, and then identify the connections between the two. [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.]