Improving professional accountablity is the weakest link of transformation in the educational system of Iran, although, it is considered one of the main factors in the effectiveness and quality of teacher education. To expolre this complex and multi-faceted concept, it is necessary to examine all the intervining factors. The present study was conducted with the aim of investigating the relationship between organizational trust and teachers' educational accountability, with the mediating role of emotional well-being among English language teachers. Based on purposeful sampling, among the available teachers, a total of 105 language teachers working at public schools participated in data collection procedure, filling four questionaires: Payne's organizational trust, Darmus’ teachers accountability and Simsk's emotional well-being. Structural equation modeling method was used for data analysis, using SPSS (v 26) and Smart Pls softwares. The results of the research indicated and validated the effect of teachers' organizational trust on their educational responsibility. Also, the mediating role of teachers' emotional well-being in the relationship between organizational trust and teachers’ accountability was confirmed. The result showed that if the educational organization puts the guarantee of teachers' emotional well-being on the agenda and combines the adopted policies with support and developemnt strategies, a better perspective can be envisioned in promoting the organizational responsibility and trust of the teachers.