Job satisfaction is a function of many socio-cognitive factors among which are those measured in this study. A sample of 274 teachers randomly selected from among all elementary school teachers in Tabriz was given three questionnaires measuring these three constructs. Data analyses revealed a significant positive relation between job satisfaction and academic optimism which along with goal orientation explain a significant portion of the variance in the former. Academic emphasis and confidence affect satisfaction directly, while self-efficacy does so indirectly and through goal orientation. Considering these relationships, both parents and administrators can take steps toward improving teachers' working conditions.