This study of over 100 kindergarten through 12th grade teachers in southern California focused on the exploration of teacher spirituality, specifically relationship with God and spiritual connection to others, through investigating its predictive role on teacher self-efficacy, specifically efficacy in student engagement, instructional strategies, and classroom management. Spirituality and self-efficacy were measured through the utilization of the Daily Spiritual Experience Scale (DSES) by Underwood (Underwood & Teresi, 2002) and the Teachers' Sense of Efficacy Scale (TSES) by Tschannen-Moran and Hoy (2001), respectively. Factor analysis was conducted to explore how many underlying factors are within each of the instruments and to determine the nature of the factors. TSES has three underlying factors, efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management. Factor analysis of the DSES revealed two factors, spiritual relationship with God and spiritual connection to others. A Chronbach's Alpha test of reliability was utilized to check the reliability of both the TSES and the DSES. Both were found to have a good internal consistency. Intercorrelations among the factors of the DSES and the factors of the TSES were found using Pearson's correlation. A significant relationship was found between efficacy in student engagement and efficacy in instructional strategies, efficacy in student engagement and efficacy in classroom management, efficacy in instructional strategies and efficacy in classroom management, efficacy in student engagement and spiritual connection to others, and spiritual relationship with God and spiritual connection to others. Multiple regression was conducted to investigate the predictability of variables; variables related to spirituality (independent) to those related to self-efficacy (dependent) were analyzed. Teacher spiritual connection to others was the only factor found to be a significant predictor of teacher efficacy in student engagement. An independent samples t-test testing the difference of means between white and non-white participants and Christian and non-Christian participants found no difference of means on the TSES factors efficacy in classroom management, efficacy in instructional strategies, efficacy in student engagement, or the DSES factor spiritual connection to others but did find a significant difference of means between Christians and non-Christians in regard to relationship with God. A significant finding in this study is the relationship between teacher spiritual connection to others and teacher efficacy in student engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]