Language teachers and their related variables have enjoyed much attention over the recent decades in education in general and in English Language Teaching (ELT) in particular. As far as the teacher-related variables are concerned, teacher self-efficacy, as one of the key factors, has been intertwined with a variety of teaching behaviors, student learning outcomes and their motivation. Teacher reflection has also been considered as a teacher education model contributing to the professional development and well-being of ELT teachers. The purpose of the current study was partly to test the factor structure of the only developed ELT reflection scale for measuring teacher reflection and partly to explore relations between teacher self-efficacy and teachers reflection in the Iranian ELT context. Participants were 853 Iranian EFL teachers. The collected data were analyzed through structural equation modelling using the Mplus program. The results showed considerable relationship between the two constructs. Theoretical and pedagogical implications of the study are finally discussed.
