A teacher's self-efficacy has a great impact on students learning result and teaching quality as well. A proper leisure activity can bring the result of positive emotion and temporary pressure alleviation. This research aims to the study of the relationship among work emotion, leisure coping and self-efficacy of the Junior High School Teachers in Kaohsiung City, and to the working emotion which acts as intermediary to leisure coping and self-efficacy. This survey is taken the example of the Junior High School teachers in Kaohsiung City during the period from October to November in 2012. The questionnaire contains leisure coping, working emotion, self-efficacy and personal background variables. There are 869 questionnaires returned and the effective rate is 95.3%. The methodology of data analysis includes descriptive statistics analysis, reliability analysis, project analysis, single-factor analysis of variance, Pearson correlation analysis and multiple regression analysis. The results are shown as the following: The study confirmed that teacher's leisure coping, working emotion and self-efficacy which three are positively correlated. Moreover leisure coping has a great influence on working emotion and self-efficacy and so does working emotion to self-efficacy as well. A teacher's working emotion has a significant intermediary impact on leisure coping and self-efficacy. At the same time, the Emotion Adjustment has a great influence upon self-efficacy. The results of the study aim to enhance junior high school teachers' positive emotions and to strengthen their teaching effectiveness.