This paper is a systematic review and meta-analytic synthesis that evaluates the positive psychology constructs and job satisfaction among the teachers. The analysis combines evidence on various educational settings and methodological frameworks based on 20 empirical studies which were located with the help of PRISMA-oriented selection process. The most important constructs that are explored are self-efficacy, work engagement, flourishing, resilience, and psychological capital, and job satisfaction is always regarded as the main outcome variable. The results demonstrate that there is a positive and consistent relationship between positive psychological resources and teacher job satisfaction with an effect size ranging between small and large (0.17 to 0.78). Teacher self-efficacy was the strongest and most consistent predictor with moderate positive effects in studies. The contextual factors which included school climate, organization support, and empowerment were also identified to have a direct and indirect influence on job satisfaction via psychological mechanisms. On the other hand, stress-related variables, such as workload and emotional exhaustion had negative relations with job satisfaction. Subgroup analysis revealed that there was a moderate level of heterogeneity between methodologically similar studies (I2 = 38.72), which is likely to be caused by the variability of studies design, constructs, and even contextual variables. Mediation analysis also revealed the key role of self-efficacy, engagement and resilience in the relation between the contextual conditions and job satisfaction outcomes. Overall, the results suggest the multidimensionality of teacher well-being and the significance of considering individual, organizational, and psychological resources to boost job satisfaction in schools.