The effect of Teachers’ Locus of Control (LOC) and Teachers’ Self-reflection (SR) on EFL Teachers’ success and EFL learners\' achievement has scarcely been examined within the context of Iran. This study is concerned with examining the relationship between EFL teachers\' LOC and their success in teaching and also their learners’ reading and writing achievement. It also explores the relationship of EFL teachers’ self-reflection with their leaner’s achievement in reading and writing. To do so, the researchers first employed systematic procedures for meta-analysis to summarize findings from investigations into the effect of teachers’ locus of control and teachers’ success on EFL learners’ performance. Then, they gave the Teacher self-reflection and Teacher Locus of control questionnaires to 250 EFL teachers. Moreover, the EFL teachers’ success questionnaire was given to the teachers’ learners to measure the success of the EFL teachers from the point of view of their learners. Furthermore, the Persian version of Strategy Inventory for Language Learning was also used to measure the learners’\' language learning strategies. The results of the study indicate that; there is a significantly positive relationship between EFL teachers\' LOC and their success in teaching English. There is a significant relationship between EFL Teachers’ SR and their success in Teaching English. EFl learners’ reading and writing achievement have a close relationship with their teachers’ ST and LOC. There is a significant and positive relationship between LOC and use of language learning strategies. The results of the interviews clearly corroborated those of the questionnaires. The findings of this study indicate that EFL teachers’ sense of responsibility and reflection on their performance in the classroom can be effective in their success in language teaching and inculcate a sense of responsibility in their learners to reach better achievement in writing and reading.

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