This study investigated the relationship among reflective-teaching, teacher motivation, teacher self-efficacy, and listening comprehension ability of Iranian EFL learners. To do this end, 110 Iranian EFL teachers were randomly selected and completed three questionnaires of English Language Teaching Reflection developed by Akbari et al. (2010), TEBS-Self developed by Dellinger et al., (2008), and Teacher Motivation Questionnaire developed by Soodmand Afshar, and Doosti (2016). Teachers were asked to prepare a list of learners` listening score on their final term examination in their institutes. The data were analyzed using three separate Pearson Product-moment correlation coefficients to assess the relationship between each independent variable mentioned above with the dependent variable. A multiple regression analysis was also used to see which one of the independent variables was a stronger predictor of Iranian EFL learners listening comprehension. The findings showed that there was a significant positive correlation between a) teachers’ reflective teaching and learners’ listening comprehension, b) teachers’ motivation and learners’ listening comprehension, and c) teachers’ self-efficacy and learners listening comprehension. The results of multiple regression analysis indicated that teacher motivation was the stronger predictor of Iranian EFL learners` listening comprehension. The results might suggest that teacher training centers should try to detect the potential sources for teachers` motivation and present them some practical strategies likely to improve the degree of motivation among EFL teachers.
