Introduction. Self-efficacy is an important component of a teacher’s job performance. Reduced self-efficacy can have a negative impact on a teacher’s effectiveness in the workplace, but it also affects the teacher’s cognitive-emotional or social functioning outside of work. It is associated with many negative consequences, including a reduced sense of meaning in life, or burnout. Aim. The aim of this article is to show the differences between gender and seniority in the predictors of teachers’ self-efficacy and sense of life. Materials and methods. The research was conducted via the Internet using the Sense of Life (MLQ), the Test of Sense of Self-Efficacy (TPS), and a questionnaire. The sample group consisted of 283 teachers (90% female) with a mean age of M = 48.92 years, SD = 9.66 years. Results. The data obtained indicate that only in the group of female teachers a higher level of general sense of life is conditioned by the variables of the sense of efficacy. Statistically significant positive relationships between sense of life and sense of efficacy were confirmed. Sense of meaning correlated positively with teachers’ sense of efficacy. In a summary regression model including seniority as a moderator significantly predicts the level of sense of meaning in life, explaining 18% of the variance in this variable. Conclusion. Sense of life and self-efficacy interact. Furthermore, sense of life and self-efficacy have higher predictive power in the female group.