Abstract
Within the realm of English as a Foreign Language (EFL) instruction, there was pressure and drive to achieve success in the execution of the curriculum. Nevertheless, teachers encountered difficulties in implementing the curriculum and achieving successful outcomes. In order to achieve the desired objectives in the implementation of the EFL curriculum, it is necessary to have positive interacting variables that contribute to the overall dynamics. This study aimed to investigate the effect of school culture on English language teachers' commitment to curriculum implementation (TCCI), as well as the mediating role of external factors, self-efficacy (SE), and job satisfaction (JS) on this effect. The study sample involved 533 English language teachers from public middle schools in Algeria. A questionnaire was adopted for teacher-principal relationship (TPR), teacher-teacher relationship (TTR), teacher-student relationship (TSR), SE, JS, and TCCI. The analysis was done with the help of SPSS 26, JASP, and structural equation modeling (SEM). The results showed a significantly positive direct effect of TPR, TTR, and TSR on TCCI. Furthermore, there was a positive indirect effect of TPR, TTR, and TSR had a positive indirect effect on TCCI via SE and JS. These findings suggested a number of different courses of action for policy, research, and practice regarding teachers' commitment to curriculum implementation and the interaction between teachers, principals, and students over the next several years to raise teachers' SE and JS levels.