As school districts across the nation continuously struggle to retain high-quality, effective teachers, a closer look into teacher efficacy and job satisfaction was warranted (Ingersoll et al., 2018; Sutters & Savage, 2016). The purpose of this study was to investigate the relationship among novice elementary teachers' efficacy, instructional support, and job satisfaction in their first through fifth years of teaching. Five hundred sixteen Missouri public school districts were invited to participate in the study, and 48 school districts participated. The instrumentation for this study included the Teacher's Sense of Efficacy Scale (TSES), the Leadership Coaching Competencies Inventory, and the Job Satisfaction Scale (JSS). Data were analyzed by examining the mode and frequency distribution of all responses. A Pearson correlation coefficient and simple linear regression were used to test the relationship among variables. Analysis of the data indicated instructional support positivity predicted job satisfaction. When analyzing teacher efficacy and years of teaching experience, no statistically significant relationship existed. Based on the findings, no significant relationship existed among teacher efficacy, instructional support, and job satisfaction; however, a significant relationship existed between instructional support and job satisfaction. The results of this study lend further support to the importance of instructional support as a predictor of job satisfaction among novice elementary teachers. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]