Purpose It has been observed that teachers face the problems of job satisfaction, self-efficacy and engagement issues. Therefore, the purpose of this study was to identify the relationship between self-efficacy, workspace stress and teachers’ engagement to improve job satisfaction. Methodology This study adopted quantitative research approach. A cross-sectional research design was selected for data collection. Teaching and Learning International Survey (TALIS) was carried out for-data collection. Findings The study highlights strategies to help teaching professionals improving their job satisfaction through self-efficacy, engagement and reducing stress levels. Implications This study demonstrates that there should be suitable workspace environment for the teachers, to facilitate them with job satisfaction, by providing them logical empowerment to teach in effective method with satisfaction.