This article sets out to examine the relationship between EFL teachers’ sense of self-efficacy and their self-regulation. It also explores the relationships between self-regulation on the one hand and length of teaching experience, age and gender respectively. Ninety-two EFL teachers from different English language institutes in north-eastern Iran took part in the study. The findings indicate a significant relationship between teachers’ self-regulation and self-efficacy beliefs; further, among the components comprising self-regulation, goal-setting and mastery goal-orientation had the highest correlations with the teachers’ sense of self-efficacy. In addition, significant correlations were found between teachers’ self-regulation, their teaching experience and their age. There were, however, no significant correlations with gender.

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