Given the theoretical and practical shift of attention towards acknowledging teachers as the key variables of any pedagogical program, a significant research base has increasingly substantiated that teachers are among the most significant players affecting student achievement in second language classrooms. As a result, teacher-related variables have enjoyed much research attention over the recent decades in both mainstream education and English Language Teaching (ELT). Since teachers play one of the most important roles in the teaching milieu, the quality and capability of the teachers should be given adequate attention in order for any educational system to be successful. As an attempt to shed more light on the psychological factors of English as a Foreign Language (EFL) teachers, the present study was set to test a structural model of collective teacher efficacy, teacher self-efficacy, job satisfaction, and teaching commitment, and specifically to examine a mediation model in which it is hypothesized that teaching commitment mediates the effects of collective teacher efficacy and teacher self-efficacy on job satisfaction. Using a sample of 312 Iranian EFL teachers, structural equation modeling (SEM) was conducted to establish the structural model. The results of a confirmatory factor analysis (CFA) conducted on the dataset confirmed the fitness of both all the employed scales and the structural model. The findings and implications of the present study are finally discussed.
