Given the significance of teacher success in the adequacy of teaching and learning, the present study aims to examine the roles of two factors, namely teacher stroking and teacher credibility in teacher success. To do so, a total of 301 English as a foreign language (EFL) learners completed three instruments: Student Stroke Scale, Source Credibility Scale, and Characteristics of Successful Teachers Questionnaire. Using confirmatory factor analysis (CFA), first the construct validity of the Source Credibility Scale was substantiated, and then the associations among all three scales were examined. The results of CFA and correlation analyses revealed that teacher effectiveness correlated significantly and positively with both the components of stroke and those of teacher credibility. In the end, the results were discussed and implications were provided in the context of teaching and learning.

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