Research has shown that teachers` self-efficacy and empathy are two of the most important variables consistently related to outcomes of positive teaching and student learning. Emotional self-efficacy refers to peoples' judgment regarding their own capacity to process emotional information accurately and effectively. It is considered a powerful variable affecting the emotional state of individuals and their performance. The main objective of the present study was to examine to what extent emotional self-efficacy predicts teachers` self-efficacy and empathy in teachers. Findings indicated that emotional self-efficacy predicts both empathy and teachers` self-efficacy. These results contribute to the growing body of literature maintaining that in order to practice and succeed in the complex and demanding school milieu, teachers must develop not only their teaching skills, but the emotional capacity required to enhance their resilience, their survival and their ability to innovate.