This study tried to investigate the relationship between Iranian teachers’ reflective teaching, selfefficacy and job performance. For this purpose, 100 Iranian EFL (English as a foreign language) teachers from Buali-Sina University in Hamedan and Arak University were selected to participate in this study. Job performance was the dependent variable and reflective teaching and self-efficacy were the independent variables. Teachers’ performance affects the performance of learners; therefore, it needs to be studied in detail. There are many factors that affect the teachers’ performance including their salary, job satisfaction, personal attitude, motivation and many other factors. The aim of this study was to find if there is any relationship between teachers’ reflective teaching and self-efficacy and their job performance. For analyzing the data, multiple regressions and multiple correlations were used. The results showed that there was a significant relationship between independent variables (reflective teaching and self-efficacy) and job performance.
