Dissertation (MA Education)This study explored the present status of self-efficacy and job satisfaction. It investigated the predictive power of three self-efficacy aspects on job satisfaction so as to come up with knowledge that can be used to enhance the quality of teaching and learning in primary schools in Tanzania. It also investigated the influence of personal background and school context variables on teachers' self-efficacy and job satisfaction. The study was guided by Bandura's (1977) Self-efficacy Theory and Herzberg (1959) Two-factor Theory of job satisfaction. Three hundred ninety two teachers (N = 392) from forty one (41) primary schools in Dodoma Urban and Chamwino districts located in Dodoma Region involved in this study. A cross sectional survey design and a mixed methods approach were adopted. Semi-structured interviews and questionnaires were used to collect data for the study. Data were analyzed and interpreted using descriptive and inferential statistics. The findings revealed that the participants were highly self-efficacious, but they had moderate level of job satisfaction. There was statistically significant moderate positive relationship between teachers' self-efficacy and job satisfaction. Self-efficacy in student engagement and self-efficacy in instructional strategies are the best predictors of teachers‟ job satisfaction, they account for approximately 15.5% of the variance in teachers' job satisfaction. Age had significant impact on only teachers' job satisfaction, but school context had an influence on both teachers‟ self-efficacy and job satisfaction. The findings suggest heads of schools to assess the school environment and change the situational constraints that they can control, that are impeding teachers' ability to perform their jobs and which lower their career satisfaction.