The present study was carried out to investigate the attitudes towards virtual learning and its relationship with job motivation and self-efficacy among physical education teachers in Ahvaz during the COVID-19 pandemic. The research method was correlational, and the statistical population consisted of all physical education teachers in districts one to four of Ahvaz during the 2020-2021 academic year. From this population, a sample of 244 teachers was selected using convenient sampling. They were assessed using the Virtual Learning Attitude Questionnaire (Vatanparast et al., 2016), Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), and the Job Motivation Questionnaire (Lodahl & Kejner, 1965). The data were analyzed using Pearson correlation coefficient and path analysis with SPSS version 22 and AMOS version 20. The results showed that the mean scores for attitudes towards virtual learning, job motivation, and self-efficacy among physical education teachers in Ahvaz were at the expected level. There was a positive and significant relationship between attitudes towards virtual learning and the components of job motivation and self-efficacy. However, there was no significant relationship between attitudes towards virtual learning and the self-confidence component of physical education teachers in Ahvaz. Path analysis results also indicated that the research model had a good fit. The findings of the study demonstrated that positive attitudes towards virtual learning increase job motivation and self-efficacy among physical education teachers in Ahvaz.