the purpose of this quantitative study was to investigate the relation between efl teachers’ self-efficacy beliefs and their success. moreover, the study was an analysis of the teacher age, gender and years of teaching experience, to examine the manner in which these factors relate to teacher self-efficacy as defined by bandura (1997) and teaching effectiveness as evaluated by their own students. participants in this study were 34 efl teachers and 408 students from different public high schools in shirvan, iran. all the teachers completed the survey, teachers’ sense of efficacy scale (tses) (tschannen-moran & woolfolk hoy, 2001). students, on the other hand, completed the survey, characteristics of effective english language teachers (ceelt) (moafian & pishghadam, 2009) to provide a measure of their teachers’ teaching effectiveness. research revealed that teacher age and gender did not play a significant role in teacher self-efficacy level. findings also indicated that teacher age, gender, and years of teaching experience did not play a significant role in teacher’s success. however, the research indicated that the self-efficacy of teachers is significantly positively related to their teaching experience and success. among the subscales of self-efficacy, efficacy in student engagement (ese) was the best predictor of high school teachers’ pedagogical effectiveness.