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چکیده
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Contemporary educational theories refer to shortage of qualified teacher sand schools and institutions' inability to provide competent teachers for their classes as one of the main causes of poor performance of most educational centers. Identifying and minimizing factors that may lead to teachers' intent to leave their job can help administrators retain qualified teacher in schools and institutions (Johnson, 2010).The study reported here was an attempt to investigate the relationship between Iranian EFL teachers’ job satisfaction, self-efficacy, job burnout, academic majors and their job attrition. To this end, 236 EFL teachers from private language institutes in Kurdistan province, selected through convenience sampling, took part in the study by completing the following questionnaires: Demographic Survey (Johnson, 2010), Anticipated Turnover Scale (Hinshaw, Atwood, Gerber, and Erickson, 1985), Job Satisfaction Questionnaire (Soodmand Afshar&Doosti, 2016), Teacher Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001), and Maslach Burnout Scale (Maslach& Jackson, 1981). The results of three Pearson product-moment correlations indicated (a) a negative correlation between EFL teachers' job satisfaction and attrition, (b) a negative correlation between EFL teachers' self-efficacy and attrition, and (c) a positive correlation between EFL teachers' burnout and attrition. Furthermore, the results of an Independent-Samples t-test showed a significant difference between teachers holding a degree in an English major and those holding a degree in non-English majors with respect to job attrition, with English majors showing more tendency to leave their profession. Moreover, the results of a multiple regression showed that among burnout, job satisfaction, self-efficacy, and teachers’ academic majors as predictor variables, burnout was a significantly stronger predictor of Iranian EFL teachers’ job attrition.The results are discussed in the light of the existing literature and re
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