Despite the significance of the development of EFL teacher and learners’ Intercultural Communicative Competence (ICC) and the necessity of the study of the influential cognitive and socio-affective variables like Reflectivity and burnout, few studies have examined the association between ICC and such factors. On this basis, this study aimed to explore the relationship among EFL teacher’s Intercultural Communicative Competence, Reflectivity, Burnout and Educational Background. To this end, ICC Belief Scale, Teacher Reflective Practice Scale, and Burnout Inventory were administered to 159 Iranian EFL teachers. The obtained results from correlational analyses indicated that there was a statistically significant relationship between the teacher’s ICC and Reflectivity. Additionally, there was a weak, negative relationship between teacher’s ICC and Burnout. Furthermore, the results indicated that there was a statistically significant difference between M.A and Ph.D. holders in their ICC perceptions and beliefs. The study findings might be of particular interest to EFL teachers, teacher trainers and educational policy makers as the findings underscore the necessity of the heightened awareness of EFL teachers concerning influential ICC development variables and further inclusion of Reflective practices into teacher training programs. Meanwhile policy makers need to aptly consider socio-affective factors like teacher burnout and their adverse impact on the efficacy of educational systems.
