Low teaching motivation is a global concern. The mediating effect of self-efficacy on the relationship between job satisfaction and teaching motivation was examined. Predictive research design, total enumeration, survey approach, and mediation analysis were applied. The data from 185 mathematics teachers revealed that self-efficacy fully mediated the relationship between job satisfaction and teaching motivation. Future research may explore similar studies involving other possible mediating variables that may explain the remaining 31.25% variance in the strength of mediation. School leaders may develop and implement programs that strengthen teachers’ self-efficacy to improve job satisfaction towards enhanced teaching motivation and greater professional engagement.