The sustainability of the U.S. public education teaching workforce is at risk, particularly since the onset of the COVID-19 pandemic during and after which teachers have experienced increasing demands and attrition. The current study surveyed 513 K-12 teachers. Structural equation modeling (SEM) was used to test the Resources to Appraisal-Mediated Outcomes (RAMO) model with the following hypotheses: (1) The path from psychological resources (teacher self-efficacy and self-acceptance) to proximal occupational outcomes (job satisfaction) is mediated by workplace appraisals, (2) The path from workplace appraisals to distal occupational outcomes (professional intentions) is mediated by proximal occupational outcomes, (3) The path from psychological resources to distal occupational outcomes is mediated by workplace appraisals and proximal occupational outcomes, and (4) All other direct pathways in the model do not yield meaningful associations. SEM results showed good fit (CFI = 0.991, TLI = 0.988, RMSEA = 0.036, 95% LL = 0.024, 95% UL = 0.047, and SRMR = 0.055). As predicted, the pathways from teacher psychological resources to workplace appraisals were statistically significant, and workplace appraisals mediated the relationship between teacher self-efficacy and self-acceptance and both occupational outcomes. As predicted, workplace appraisals mediated the relationship between teacher psychological resources and both occupational outcomes. In addition, the pathway from teacher self-acceptance to job satisfaction was also statistically significant, signaling that job satisfaction, irrespective of appraisals, functioned as its own mediator of professional intentions. Implications for teacher well-being and attrition are discussed.