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In the Iranian context, the contribution that job satisfaction might have on English Foreign Language (EFL) teachers’ job performance has largely remained unexplored. The current mixed-method study, hence, aims to investigate the possible relationship between EFL teachers’ job satisfaction and job performance. For this aim, a total of 440 EFL male and female teachers were selected using stratified random sampling from state schools and private language schools in Tehran, Isfahan, Arak, and Lorestan Provinces. They responded two questionnaires, one assessing the teachers’ job satisfaction and the second gauging the teachers’ job performance. To triangulate the data gathered from the questionnaires, semi-structured interviews were administered with 40 participants. The collected data were analyzed through running Pearson correlation analysis, multiple regression analysis, and thematic analysis. Results revealed that there exists a moderate positive correlation between the EFL teachers’ job satisfaction and their job performance. In addition, it was found that dimensions of pay and benefits, contingent reward, work itself, supervision, and advancement/promotion appeared to be significant predictors of EFL teachers’ job performance.

A Mixed Method Study of the Relationship between EFL Teachers’ Job Satisfaction and Job Performance in Iran