The present study explored the relational patterns of critical cultural awareness, institutional identity, self-efficacy, reflective teaching, and job performance of Iranian EFL teachers. To this end, 300 Iranian EFL teachers from different private language institutes were selected based on convenience sampling and took part in the study by completing the critical cultural awareness questionnaire, the teachers’ sense of self-efficacy scale, the institutional identity questionnaire, and the reflective teaching questionnaire. Moreover, 1500 EFL students (i.e., five students per teacher) were randomly selected from teachers’ classrooms to take part in the present study. A Structural Equation Modeling (SEM) analysis was adopted, the results of which revealed that all the predictor variables except critical cultural awareness predicted EFL teachers’ job performance. However, self-efficacy was found to be the strongest predictor of Iranian EFL teachers’ job performance. The implications, grounded in the findings of the study, are presented and discussed in more detail in the paper.