The study examined whether self-esteem is a significant predictor of teacher engagement. The study was guided by the cross-sectional research design. The study participants comprised of 408 primary school teachers of northern division in Jinja city covering nineteen primary schools. The simple random sampling was used to select 196 primary school teachers selected from the 408 teachers who teach in primary schools in northern divisions found in the Jinja City. The results indicated that link between teacher self-esteem and engagement was negative and insignificant and as such, the hypothesis was accepted. Self-esteem was studied in terms of competition, approval from others and academic competence. For competition only two items (CO1 & CO2) out of five loaded above 0.5 and three items (CO3, CO4 & CO5) did not load above threshold level of 0.5. For approval from others, all the five items that measured it loaded above 0.5. For academic competence, all the five items that measured it loaded above 0.5. Teacher engagement was studied in terms of absorption, dedication and vigor. For absorption, all the four items that measured it loaded above 0.5. For dedication, all the four items that measured it loaded above 0.5, while none of the items for vigor loaded above 0.5. The study concluded that Teacher’s self-esteem enhances their engagement especially when teachers feel worthwhile when performing better than others on a given task or skill, if they come to know that they are better than others, give themselves a sense of respect, when they feel academically better about themselves while knowing they are doing well academically, and feel bad about themselves whenever their academic performance is lacking. The study recommended that in order to promote teacher engagement, there is need to enhance teacher’s selfesteem by making teachers feel worthwhile when performing better than others on a given task or skill, if they come to know that they are better than others, give themselves a sense of respect, when they feel academically better about themselves while knowing they are doing well academically, and feel bad about themselves whenever their academic performance is lacking. Further, what others think about then has no effect on what they think about themselves.