摘要：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.
关键词：job satisfaction; job performance; English teachers; mixed methods study;
EFL
