Language Teaching Research Quarterly

The subject of education has always been considered throughout history, and in the heart of education, a teacher has always been recognized as one of the most determinant and  influential members. Many researchers have tried to pay attention to teachers and identify their personal and professional needs. This disquisition was designed and carried out to model the impact of job-family conflict factors on teachers’ performance, specifically in today’s global context where the role and responsibility of teachers is recognized as being more prominent than ever before. According to Young (2019), this conflict affects teachers’ performance and their satisfaction with the profession. The conflict between the job demands and requirements and individual’s roles in the family account for such polarization. The aim of our study was consequently to specify factors causing such conflict among 73 English teachers, to recognize their relationships, and to determine how they affected English teachers’ performance using system dynamics modelling and simulation technique. The sensitivity analysis performed in this study revealed that over a sixty-eight-month period, while teachers’ job burnout and job pressure increased exponentially, their job satisfaction followed an overshoot-and-collapse manner of behaviour. Moreover, during this period, their job performance decreased in a goal-seeking manner.