The purpose of the present study was to investigate the relationship among emotional intelligence, reflective teaching, teacher motivation, and job performance of Iranian EFL teachers. To this end, 78 Iranian EFL teachers of different language institutes of Hamedan, Iran and also 520 learners participated in the study. The teachers were asked to complete English language teaching reflection questionnaire, teacher motivation questionnaire, and emotional intelligence questionnaire. In addition, the students of each teacher were asked to complete the Successful Iranian English Teacher Questionnaire. The results obtained from three separate Pearson Product Moment Correlations indicated that there was a significant positive correlation between emotional intelligence and job performance, reflective teaching and job performance, teacher motivation and job performance. Moreover, the results of multiple regression analysis demonstrated that all three independent variables were significant predictors of the Iranian EFL teachers’ job performance; however, teacher motivation was found to be a stronger predictor. Hence, it might be implied that motivation will lead teachers to do their duties and responsibilities better. Accordingly, the results might suggest that teacher training centers should try to detect the potential sources for teachers’ motivation and present them some practical strategies to improve the degree of motivation among EFL teachers.
