English as a Foreign Language Teachers’ Job Satisfaction, Pedagogical Knowledge, and Resilience: Exploring Possible Relationships

In educational research, teachers are universally acknowledged as pivotal to institutional effectiveness. This study investigated the relationships between job satisfaction, pedagogical knowledge, and resilience among 168 English as a Foreign Language teachers in Iran. Utilizing established questionnaires and analyzing the data through Pearson correlation coefficients and multiple regression analyses, findings revealed a strong positive correlation between job satisfaction and both pedagogical knowledge and resilience. Furthermore, pedagogical knowledge showed a moderate relationship with resilience. Significantly, job satisfaction emerged as a key predictor of resilience, highlighting significant implications for enhancing the teaching and learning environment within English as a Foreign Language settings.