In this research, the direct effect of school climate on teacher job satisfaction and the indirect effect of school climate on job satisfaction through self-efficacy were investigated. International Teaching and Learning Survey-2018 data collected by the Organization for Economic Co-operation and Development from Turkish teachers were used in the study. The research data were obtained from the responses of the participants to the Teacher Self-Efficacy, Job Satisfaction and School Climate scales in the International Teaching and Learning Research Teacher Questionnaire. Although a total of 15498 teachers working in primary school, lower secondary school and upper secondary school participated in the research, participants with missing data were excluded from the analysis. Within the scope of the research, data obtained from 12111 teachers were used. Following the testing of the constructed model with the structural equation model, the following results were obtained: Teachers' self-efficacy directly affects job satisfaction. The perceived disciplinary dimension of the school climate directly and negatively affects job satisfaction. The other two dimensions of the school climate, teacher-student relations and the dimensions of participation among stakeholders, affect job satisfaction directly and positively. All dimensions of the school climate indirectly affect job satisfaction through self-efficacy.