Teaching provides an emotional relationship with students. Through teaching, it causes cognitive, sensory development and transformation in students. A teacher who feels inadequate and insecure in himself cannot be expected to benefit his environment. A positive, confident teacher who enjoys his work will radiate energy around him and positively affect his students. In this study, the relationship between the life satisfaction perception and self-efficacy beliefs of 127 teachers working in Bursa in the 2019-2020 academic year is examined. Teacher Self-efficacy Belief Scale developed by İ.Çolak et al. was used for the analysis. One-way Anova and independent sample T-Test were used to determine the differences between the collected data by taking averages. Tukey test was used to determine the significant differences within the group As a result of the research, it is concluded that there is a linear relationship between teachers' life satisfaction and self-efficacy perceptions. In addition, it was concluded that the perception of self-efficacy increased due to the increasing age among the age groups in the Academic and Vocational Self-Efficacy dimension, and similarly, the perception of academic self-efficacy increased in parallel with the increasing professional seniority