This study examined the relationship between teachers’ internal assets (commitment to learning and teaching, positive values and positive identity, social competencies), and EFL teachers’ performance. In addition, it intended to determine the moderating effect of self-regulation on the relationship between teachers’ internal assets with EFL teachers’ performance. Self-administered questionnaires were used to measure EFL teachers’ performance of two universities and some English institutes in Kerman-Iran. The quantitative data came from the affecting factors questionnaire, Teacher Self-Regulation Scale (TSRS) and Teachers’ performance Questionnaire. In two universities and about 10 institutes, 200 EFL teachers responded to three questionnaires. The data were analyzed using AMOS software (to run SEM) for windows program version 20. The result showed that positive value and positive identity, commitment to learning and teaching and social competencies as internal assets had a positive and significant effect on the EFL teachers' performance. The findings regarding moderating effect of self-regulation showed that self-regulation moderated the relationship between commitment to learning and teaching and social competencies as internal assets but it did not moderate the relationship between internal assets of positive value and positive identity. The findings of this study can improve our understanding of the internal factors leading to better EFL teachers’ performance.
