Self-efficacy, effectiveness, and work engagement are crucial factors influencing the quality of education and learning outcomes for English language learners. Despite their importance, research on the interplay among these factors in the context of English language teaching remains limited. This study aimed to explore the relationship between Iranian EFL teachers' self-efficacy and effectiveness, with work engagement serving as a mediating variable. A sample of 354 Iranian EFL teachers participated in the study through convenience sampling, with data analyzed using SPSS 23.0 and AMOS 23.0 for descriptive statistics, correlation analysis, and structural equation modeling. The results revealed that (a) EFL teachers' self-efficacy positively predicted their effectiveness; (b) EFL teachers' self-efficacy was associated with higher work engagement; (c) EFL teachers' work engagement positively predicted their effectiveness; and (d) EFL teachers' self-efficacy, through the mediating role of work engagement, was a strong predictor of their effectiveness. For policymakers and education stakeholders, this study highlights the importance of enhancing EFL teachers' self-efficacy and work engagement to improve their effectiveness in the classroom.