Aim:The aim of this study was to investigate the role of social responsibility, organizational intelligence and self-esteem in predicting teachers' job self-efficacy.

Method: The design of this research was practical in terms of its purpose, and in terms of its execution method, it was descriptive of the correlation type. The research community was made up of teachers from 22 districts of Tehran, and 300 of them were selected based on multi-stage cluster sampling. The participants responded to Riggs and Knight's (1994) occupational self-efficacy questionnaires, Carroll's organizational social responsibility (1991), Albrecht's organizational intelligence (2003), and Rosenberg's self-esteem (1965). The data were analyzed by Pearson correlation coefficients and multiple regression with simultaneous model in SPSS-27 software.

Findings: According to the findings, social responsibility, organizational intelligence and self-esteem had a positive and significant correlation with teachers' job self-efficacy (p<0.01). The results of multiple regression analysis also showed that the variable of social responsibility by 19%, organizational intelligence by 27% and self-esteem by 14% (60% in total) had the power to predict teachers' job self-efficacy (0.01). >p).

Conclusion:According to these results, in order to improve teachers' job self-efficacy, it is possible to provide a basis for improving their social responsibility, organizational intelligence, and self-esteem.