The present study investigated the relationship among professional development, reflective teaching, teacher motivation, and job performance of Iranian EAP teachers. To this end, 36 Iranian EAP teachers of different universities of Hamedan and also 556 of their students majoring in Political Sciences, Psychology, Economics, Law, Biology, Computer Engineering, Information Technology, and Phisical Education participated in the study. The teachers were asked to complete the three questionnaires of English language teaching reflection developed by Akbari, Behzadpoor, and Dadvand (2010), Iranian EFL Teacher professional Development Needs Questionnaire (IETPDNQ) developed by Soodmand Afshar, Fazelimania and Doosti (2017), and teacher motivation questionnaire developed and validated by Soodmand Afshar and Doosti (2016). In addition, the students of each teacher were asked to complete the Successful Iranian English Teacher Questionnaire (SIETQ) developed and validate by Moafian and Pishghadam (2009). The results obtained from three separate Pearson Product Moment Correlations indicated that there was a significant positive correlation between a) professional development and job performance, b) reflective teaching and job performance, c) teacher motivation and job performance of Iranian EAP teachers. Moreover, the result of multiple regression analysis demonstrated that all three independent variables (i.e. professional development, reflective teaching, and teacher motivation) were significant predictors of the Iranian EAP teachers job performance: however, teacher motivation was found to be a stronger predictor. Accordingly, the results might suggest that teacher educators try to detect the potential problems and sources for teacher motivation to obviate the problems lying in the way and to enhance teacher motivation.
