Unveiling the Influence of Emotion Regulation on Job Satisfaction, Job Effectiveness, and Psychological Well‐Being in Iranian University EFL Teachers: A SEM Analysis

ABSTRACT Emotion regulation plays a crucial role in shaping the professional efficacy of English as a foreign language (EFL) teachers in higher education. Despite this, examining how emotion regulation intersects with job satisfaction, job effectiveness, and psychological well‐being in university EFL teachers in Iran is largely under investigation. Addressing this gap, the present research integrates these four constructs (i.e., emotion regulation, job satisfaction, job effectiveness, and psychological well‐being) within the context of Iranian higher education. A sample of 418 university teachers participated in the study by completing four validated instruments: The Language Teacher Emotion Regulation Inventory, the Job Satisfaction Scale, the Teacher Effectiveness Scale, and the Psychological Well‐being at Work Scale. The results of structural equation modeling (SEM) and confirmatory factor analysis (CFA) through SMART PLS3 revealed significant correlations between emotion regulation and job satisfaction, job effectiveness, and psychological well‐being in university EFL teachers. These findings highlight the importance of strong emotion regulation skills for improving EFL teachers' well‐being and job performance in higher education.