The purpose of this study was to examine whether the effects of teachers´ dispositional optimism, and sense of efficacy on their mental and physical health and work adjustment were mediated by the use of cognitive appraisal and coping strategies. 570 junior high school teachers including 224 first-year teachers and 346 experienced teachers were stratifiedly sampled. They were asked to complete the life orientation test, teacher efficacy scale, cognitive appraisal scale, coping strategies scale, mental and physical health scale, and adjustment scale. LISREL, ANOVA, and MANOVA were employed to analyze the data. The results indicated: (1) that the structrural equation model of the causal relations among teachers´ optimism, self-efficacy beliefs, cognitive appraisal, coping strategies, teachers´ health conditions, and job adjustment did not fit the data. (2) that teachers´ optimism, self-efficacy beliefs, cognitive appraisal, coping strategies, and adjustment states were partially determined by the factors, including teachers´ gender, teaching experience, school regions, and teaching subjects. The implications for intervention and beginning teacher guidance were discussed.