Whereas the linkage between teaching motivation and job satisfaction has been sufficiently addressed by professional in English language teaching agenda, the moderating effect of income on the relation between these two constructs has been largely ignored in the Iranian context. The present study, following a quantitative research design, mainly aimed to investigate the moderating effect of income on the relationship between subconstructs of teaching motivation (intrinsic, extrinsic, and altruistic) and job satisfaction. A total number of 239 secondary school English teachers participated in the study based on convenience sampling. To gather the relevant data, the related questionnaires were utilized and teachers were categorized into six groups based on their income. The results obtained from one-way MANOVA confirmed that teacher income could moderate the relation between intrinsic motivation and job satisfaction as well as the relation between extrinsic motivation and job satisfaction. However, the findings revealed that teacher income had no moderating role in the relation between altruistic motivation and job satisfaction which, in turn, would provide a deeper understanding of critical pedagogy based on which some individuals use ideology to satisfy their own needs while ignoring social needs and social equity. Policy makers are recommended to consider teachers’ educational and research promotions in paying their salaries because dynamicity in income can foster teachers’ satisfaction and well-being. A further implication of the study is for teacher educators to help pre-service and in-service teachers work on ideational activities in their classes so that they can foster their altruistic motivation.