Teachers' job satisfaction is a fundamental factor shaping school effectiveness and productivity. Therefore, identifying the psychological factors that influence job satisfaction is crucial in efforts to enhance teachers' job satisfaction. In this study, we aimed to reveal the multiple mediating roles of self-efficacy and hope in the relationship between teachers' spiritual well-being and job satisfaction. To achieve this aim, we tested our theoretical model with data collected from 356 teachers. The findings suggest that teachers' hope, and self-efficacy partially mediate the relationship between their spiritual well-being and job satisfaction. These results indicate that teachers' levels of spiritual well-being play an effective role in enhancing job satisfaction via psychological resources such as self-efficacy and hope. In this context, educational leaders should consider teachers' spiritual and psychological needs, organize school environments accordingly, and foster a positive institutional culture.