Exploring the Relationship between Iranian EFL Teachers’ Professional Competence and Job Satisfaction: A Mixed-methods Study

Although it has been over three decades that teachers’ professional competence has gained considerable attention, its relationship with and effects on job satisfaction has remained unexplored in the EFL context of Iran. Thus, the present mixed-methods study aims to explore the correlation between Iranian EFL teachers’ professional competence and job satisfaction. To this aim, a total of 290 EFL teachers, including males (n=164) and females (n=126) for the quantitative part and a sample of 21 EFL teachers, entailing males (n=11) and females (n=10) for the qualitative part were selected using a random sampling method. The participants completed an EFL Teachers’ Professional Competence Questionnaire and Teachers’ Job Satisfaction Questionnaire, as well as participated in semi-structured interviews. The collected data were analyzed using Pearson correlation analysis, multiple regression analysis, and content analysis. The findings evidenced a moderate positive correlation between the EFL teachers’ professional competence and job satisfaction. Additionally, the results documented that the EFL teachers’ job satisfaction was affected by knowledge, attitudes, and skills factors related to professional competence. Furthermore, the complementary qualitative results yielded four recurring themes, including ‘increased job motivation’, ‘improved teaching self-efficacy’, ‘promoted student learning’, and ‘effective organizational performance’. The study ends with presenting a range of implications and suggestions for further research.