the relationship between iranian efl teachers’ organization commitment, job satisfaction, and learners’ english achievement

This paper is an attempt to investigate the relationship between iranian efl teachers’ organizational commitment, teachers’ job satisfaction and learners’ english achievement. it also attempts to represent how learners gender is related to their english achievements and determine their success. this study is the pioneer in presenting these factors in a single study and to assess their relationship with each other. in so doing, through convenience sampling method, a sample 50 (25 females and 25 males) iranian efl teachers was given two instruments assessing variables under investigation .as for the statistical analysis, to measure the relationship among iranian efl teachers’ organizational commitment, their job satisfaction, learners’ english achievement, pearson product moment correlation test was utilized and in order to determine gender difference in learners’ academic achievement in english, the inferential statistics ,independent-sample t-test , were used to test the hypotheses the findings revealed learners english achievements directly have been affected by teachers’ job satisfaction and organizational commitment and it implies that the greater the teachers’ professional commitment and job satisfaction, the higher the students’ achievement that gender significantly affected iranian english proficiency level and females performed better than males in english.