The present study aimed at investigating the relationship between EFL teachers' self-efficacy, reflectivity, job satisfaction and students’ L2 achievements. To this end, 200 Iranian EFL teachers, teaching in public schools and private language institutes in Kangavar, Hamedan, and Tehran were selected based on convenience sampling procedures. English Language Teaching Reflection Inventory (Akbari, Behzadpour, & Dadvand, 2010), Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), and teacher Job Satisfaction Survey (Spector, 1994) were distributed among the participants. In order to analyze the data, Structural Equation Modeling was used. The results reveled that teachers’ reflectivity is the strongest predictor of Iranian EFL learners’ L2 achievement. Teachers’ critical reflection is a key point in promoting learners’ L2 learning. Teachers reflection, helped teachers enhance the effectiveness of their teaching, resulting in conducive classroom climates and creating emotional conditions among learners. The results also showed that teachers efficacy was a moderate predictor of students L2 achievement. Young and energetic teachers are possibly more motivated towards and more interested in language teaching. Also sense of commitment and responsibility followed by self-confidence can lead to a situation in which teachers can generate much more productivity in the goals of education. Also, the results indicated that teachers’ job satisfaction is a moderate predictor of students L2 achievement. Teachers who are not satisfied with their job, their job performance would undoubtedly affect students’ achievement. Additionally, teachers who work in favorable organizational climates (schools) display considerable interest in fulfilling the objectives set by the curriculum. The findings of this study are hoped to be useful for EFL teachers and learners, teacher education programs, Ministry of Education, and policymakers.
