Las expectativas de autoeficacia docente influyen en el desempeño de los docentes y el rendimiento de sus alumnos. Objetivo Determinar si la salud mental, el bienestar psicológico, las expectativas generales de autoeficacia y las expectativas de autoeficacia docente colectiva contribuyen a explicar las expectativas de autoeficacia docente. Metodología Cuestionarios en línea fueron respondidos voluntariamente por 366 docentes de secundaria de la Región de Tarapacá, Chile. Se incluyó escalas de autoeficacia docente, autoeficacia general, autoeficacia docente colectiva, salud mental y bienestar psicológico. Los datos fueron analizados con estadísticas descriptivas, correlaciones y regresión múltiple. Resultados La confiabilidad de los instrumentos fue satisfactoria. Salud mental no correlacionó prácticamente con ninguna variable. Autoeficacia general, autoeficacia docente colectiva y bienestar docente explicaron 49% de la varianza de la autoeficacia docente. Conclusiones Ni salud mental ni bienestar psicológico parecen jugar un rol directo en la autoeficacia docente. Sí lo hacen el bienestar docente, que considera tanto aspectos personales como del contexto laboral, y la autoeficacia personal y docente colectiva. Fortalecer la confianza de los docentes y los vínculos del colectivo profesional podría favorecer la autoeficacia docente y, por ende, el aprendizaje de los estudiantes. Palabras clave Bienestar psicológico - Expectativas - Colectivo docente - Auto- eficacia docente ABSTRACT MENTAL HEALTH, PSYCHOLOGICAL WELL-BEING, AND TEACHER SELF-EFFICACY IN SECONDARY EDUCATION TEACHERS Teacher self-efficacy expectations influence teacher performance and the performance of their students. Aim To determine whether mental health, psychological well-being, general self-efficacy expectations, and collective teacher self-efficacy expectations contribute to explaining teacher self-efficacy expectations. Methodology Online questionnaires were answered voluntarily by 366 secondary school teachers from the Tarapacá Region, Chile. Scales of teacher self-efficacy, general self-efficacy, collective teacher self-efficacy, mental health and psychological well-being were included. Data were analyzed with descriptive statistics, correlations, and multiple regression. Results The reliability of the instruments was satisfactory. Mental health did not correlate with practically any variable. General self-efficacy, collective teacher self-efficacy, and teacher wellbeing explained 49% of the variance in teacher self-efficacy. conclusions Neither mental health nor psychological well-being appear to play a direct role in teacher self-efficacy. Teacher well-being, which considers both personal aspects and the work context, and personal and collective teacher self-efficacy, however, do have an impact. Strengthening the confidence of teachers and the links of the professional group could favor teacher self-efficacy and, therefore, student learning. Keywords Psicological well being - Expectatives - Teachers colective - tea-