Microaggressions remain a pertinent subject of study due to their subtle yet impactful nature, as evidenced by their potential to accumulate over time and yield negative consequences. Leveraging the Racial Microaggression Scale and the Teacher Sense of Self-Efficacy Scale, this study offers valuable insights into measuring both microaggressions and teacher self-efficacy. Understanding these experiences is pivotal for implementing effective interventions and support mechanisms. Continued intentional efforts and a shared understanding of microaggressions are essential for driving progress in equity and inclusion initiatives across diverse studies and discipline. The researcher's study aims to answer the following questions; Is there a negative correlation between the overall TSES score and the level of exposure to the microaggression score? Is there a negative correlation between teacher self-efficacy regarding classroom management and their level of exposure to microaggressions? Is there a negative correlation between teacher self-efficacy regarding instructional strategies and their level of exposure to microaggressions? Is there a negative correlation between teacher self-efficacy regarding student engagement and their level of exposure to microaggressions? The researcher's study is a quantitative correlational study that aims to understand the relationship between two or more variables which in this study is the TSES and RMES. It measures how changes in one variable relate to changes in another variable. Instead of trying to prove cause and effect, it focuses on examining the degree and direction of association between variables. The theoretical framework of the study stems from the social cognitive theory developed by Bandura (1977). The examination of the RMAS and TSES provided the necessary foundation for understanding the complex process in the educational sector. When conducting the research, the findings highlighted the tangible effects of microaggressions on minority-hired teachers. The researcher's study serves as a vital link between theory and real-world experiences, shedding light on the practical implications of the social cognitive. The conceptual framework served as a foundational step in which the study's results were analyzed and interpreted. In efforts to validate this framework, the researcher thoroughly examined the RMAS and the TSES that provided insight into the complexities of the educational sector, focusing on the experiences of minority-hired teachers. Continued intentional efforts and a shared understanding of microaggressions are essential for driving progress in equity and inclusion initiatives across diverse studies and disciplines. [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.]