The current research aimed to identify the correlation between self-efficacy and optimism on psychological well-being among teachers,and to reveal the significance of differences among teachers in self-efficacy, optimism,and psychological well-being according to(gender and number of years of teaching experience).It also aimed to identify the possibility of predicting psychological well-being through both self-efficacy and optimism among teachers.To achieve this goal,the research sample included (228) male and female teachers from different schools,aged (29-48) years,(M=39.15&SD=13.7).The researcher used the self-efficacy scale prepared by (Schwarzer&Jerusalem,1995),translated and standardized by the researcher, as well as an optimism scale and a psychological well-being scale based on the PERMA model (prepared by the researcher).The research results showed the presence of statistically significant positive correlations between teachers' scores on the self-efficacy and optimism scales and their scores on the psychological well-being scale.The results also showed statistically significant differences between The average scores of male and female teachers on the self-efficacy scale,the optimism scale,and the psychological well-being scale were found across all dimensions in favor of teachers(except for the integration dimension).The results also showed that there were no statistically significant differences between the average scores of teachers on the study scales(self-efficacy, optimism as a whole,except for the flexibility in achieving goals and objectives dimension,and psychological well-being due to the number of years of experience.The results also showed that self-efficacy and optimism are predictors of psychological well-being among teachers.