External Factors and Iranian EFL Teachers’ Performance: Examining the Effectiveness of Self- regulation

Purpose: this paper follows a two-fold objective: first it examines the relationship between the external factors of compensation, support, empowerment, boundaries and expectations, pre-service and in- service training and iranian efl teachers’ performance. second, it searches for the moderating effect of self-regulation on the relationship between teachers’ external assets and their performance. methodology: to achieve the above aims, a quantitative approach to research was employed. the samples included two hundred iranian efl teachers of universities and english institutes of kerman, iran. the data were collected by means of self-administered questionnaires and analyzed by amos software. findings: the direct structural model was employed to determine the path relationships between the external factors and teachers’ performance. the result showed that external assets had a positive and significant effect on the iranain efl teachers' performance as dependent variable (β = .372, c. r= 6.211, p <.05). moreover, selfregulation moderates the path relation between two of the variables: boundaries and expectation and the efl teachers' performance. discussion: the path relation between the other four variables of the external assets including pre-service and in- service training, support, compensation and empowerment for low and high self-regulation was not found to be significant, i.e. self-regulation moderation effect for these relations was not supported.