Teachers who see themselves competent in their professions might have high self-efficacy beliefs and these beliefs might reflect positively on their job satisfaction. The aim of this study was to examine the relationship between teacher self-efficacy and teacher job satisfaction. In this meta-analysis, the relationship between teacher self-efficacy and teacher job satisfaction was analyzed using the Teaching and Learning International Survey (TALIS). The average effect size of teacher self-efficacy on teacher job satisfaction was determined, and the moderators that may impact average effect size were examined. Data from a total number of 102 independent data belonging to 50 countries included in the TALIS 2008, 2013, 2018 were combined, and a sample of 426.515 teachers was obtained. The results showed that there is a relationship between teacher self-efficacy and teacher job satisfaction. In addition, the year in which the survey was conducted, moderated the relationship between teacher self-efficacy and teacher job satisfaction. On the other hand, continents, countries, cultural structure of the countries and the human development indices of the countries did not moderate the relationship between teacher self-efficacy and teacher job satisfaction. For future studies, it is recommended to examine reports such as TALIS, which allow the comparison of OECD countries in terms of different variables including education