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.
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