Abstarct: The present study aimed to examine the effect of psychological resilience on the job performance of physical education teachers, with the mediating role of life satisfaction. This research was applied in terms of purpose and employed a descxriptive–correlational design, conducted as a cross-sectional study. The statistical population included all physical education teachers, from which a sample of 150 teachers from Karbala and Al-Anbar provinces was selected using convenience sampling. Data were collected using standardized questionnaires: the Resilience Scale by Smith et al. (2008), the Satisfaction with Life Scale by Diener et al. (1989), and the Job Performance Scale by Boyle et al. (2019). The validity of the instruments was confirmed through expert evaluation, and their reliability was assessed using Cronbach’s alpha coefficient. Data were analyzed using structural equation modeling (SEM) with a partial least squares (PLS) approach, employing SPSS and SmartPLS software. The findings indicated that psychological resilience had no significant direct effect on teachers’ job performance. However, resilience had a positive and significant effect on life satisfaction, and life satisfaction, in turn, had a positive and significant effect on job performance. Moreover, the results demonstrated that life satisfaction played a significant mediating role in the relationship between resilience and job performance, indicating that resilience enhances job performance indirectly through increasing life satisfaction. These findings suggest that the effect of resilience on occupational outcomes is primarily exerted through psychological mechanisms and is not sufficient on its own to directly improve job performance. Accordingly, attention to strategies aimed at enhancing life satisfaction and psychological well-being among physical education teachers can play an important role in improving their professional performance