Given the theoretical and practical shifts of orientation, mostly in mainstream education, towards acknowledging the teachers as the key elements of any pedagogical program, a growing body of research has increasingly substantiated that teachers are among the most significant factors which play indispensable role affecting students’ achievements in the world of classroom. As a result, teacher-related variables have enjoyed much popularity over the recent decades in both mainstream education and English Language Teaching (ELT) so that a lot of articles have been dedicated to this area of study. More specifically, compelling evidence which was obtained by empirical studies has verified the influential role of teachers’ sense of efficacy in enhancing their instructional activities as well as attitudes and achievements of students. Additionally, self-regulatory skills as metacognitive abilities have been found to be related to students’ achievement and motivation. The purpose of the present study is to explore relations between teacher self-efficacy, a central component of social cognitive theory, and multidimensional component of teacher self-regulation in the Iranian ELT context. Participants of the current study were 326 Iranian EFL teachers from different English language institutes in Iran. The collected data were analyzed through structural equation modelling using the Mplus program. The findings indicated that there is a considerable relationship between the two constructs of teacher self-efficacy and teacher self-regulation. As far as the components are concerned, the data analysis revealed that mastery goal-orientation and goal-setting were highly correlated with teacher self-efficacy. Theoretical and pedagogical implications of the study are finally discussed.
