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چکیده
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Lack of job satisfaction is believed to result in reduced commitment and productivity, decreased ability to meet student needs, student absenteeism, teacher attrition, and both teacher and learners' poor performance (Karavas, 2010; Shann, 1998). This study was an attempt to investigate the relationship among Iranian EFL teachers' cultural intelligence, self-efficacy, and job satisfaction. The participants (150 EFL teachers, selected via convenience sampling from Lorestan, Iran) completed the three instruments of: Teachers' Sense of Efficacy Scale (Tschannen Moran & Hoy, 2001), Teachers' Job Satisfaction Questionnaire (Karavas, 2010), and Cultural Intelligence questionnaire (CIC, 2005). Three Pearson Product Moment correlations indicated that there were statistically significant positive correlations between Iranian EFL teachers' cultural intelligence, self-efficacy and job satisfaction, but no statistically significant correlation between their cultural intelligence and self-efficacy. Furthermore, a multiple regression showed that between cultural intelligence and self-efficacy, self-efficacy was a stronger predictor of Iranian EFL teachers' job satisfaction. The analysis of replies to questions annexed to Job Satisfaction Questionnaire revealed that these teachers mentioned some intrinsic and extrinsic factors as reasons for being satisfied with their jobs. Among the intrinsic factors were their interest in a mentally stimulating job, love of the subject matter, helping the society, and potential for changing the lives and attitudes of the learners. Among the extrinsic factors they mentioned were salary and benefits, prospects for promotion, status of the profession, and approval by the family. Results are discussed in the light of the existing literature and recommendations and implications for further research are suggested.
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