This cross-sectional, quantitative study explored the relationship between job satisfaction and teacher self-efficacy among online adjunct faculty in the United States. Online adjuncts face unique working conditions, lack institutional support, and earn lower pay when compared to their face-to-face counterparts, and these affect job satisfaction and self-efficacy. Data were collected from 89 online adjunct faculty in the United States via a survey link sent to a private email listserv and posted to three LinkedIn social media sites. The survey measured two variables: job satisfaction (using Spector's [1985] Job Satisfaction Survey [JSS]) and teacher self-efficacy (using Tschannen-Moran and Hoy's [2001] Teachers' Sense of Efficacy Scale [TSES]). Results showed a weak but positive correlation between job satisfaction and teacher self-efficacy among online adjunct faculty. The results of this study will inform online faculty and university leadership of the importance of addressing the factors driving job satisfaction and dissatisfaction as a way to enhance teacher self-efficacy. Further research comparing job satisfaction for online full-time faculty and adjunct faculty is recommended to better understand this important population. [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.]