Abstarct: The present study was conducted to examine the effect of social responsibility on the performance of physical education teachers, with job satisfaction as a mediating variable, among physical education teachers in Iraq. The research method was descxriptive–correlational; in terms of purpose, it was applied, and with respect to time, it was cross-sectional. The study was carried out in a field setting using three standardized questionnaires: the Social Responsibility Questionnaire developed by Montazeri et al. (2016), the Job Satisfaction Questionnaire by Moul et al. (2001), and the Job Performance Questionnaire by Boyle et al. (2019). The validity of the questionnaires was evaluated and confirmed by ten subject-matter experts. Given that the questionnaires were baxsed on a Likert scale, Cronbach’s alpha coefficient was used to assess reliability; all variables obtained values above 0.70, indicating acceptable reliability. The statistical population included all physical education teachers in Iraq, from whom 162 teachers were selected as the research sample using Kline’s (2000) sample size determination method and convenience sampling. Descxriptive statistics were used to organize, summarize, and classify raw scores and to describe sample characteristics, while inferential statistical analyses (structural equation modeling, path analysis, and hypothesis testing) were employed to determine the effects among variables. The analyses were conducted using Smart-PLS 3 and SPSS 22 software. The results indicated that social responsibility has a direct and positive effect on teachers’ performance, and that job satisfaction plays a significant mediating role in the relationship between social responsibility and teachers’ performance. Moreover, job satisfaction itself has a direct and positive effect on teachers’ job performance. The findings suggest that strengthening social responsibility in schools can lead to improved teacher performance through increased job satisfaction. These results highlight the importance of social responsibility and job satisfaction and provide practical implications for educational administrators and policymakers.