One of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at exploring Iranian EFL teachers’ perceptions of critical pedagogy-based teacher effectiveness. In so doing, a qualitative thematic analysis method was used. The participants included 20 male and female Iranian English teachers who were selected through purposive sampling. To collect the data, a semi-structured interview was used. According to the results, the following themes were extracted from the data: Paying Attention to Students’ Needs, Being Aware of Students’ Goals in English Learning, Friendly Relations with Students, Flexibility in Teaching/Assessment Methods, Making Classes Student-Centered, Cooperative Teaching, Facilitating Students’ Learning, Being Aware of the Last Achievements in the Field of TEFL, Generating Equal Opportunities for All Students in the Class, Teaching Students Problem Posing Skills, and Teaching Students Critical Thinking Skills. The findings have some implications for EFL teachers, learners, teacher education instructors and policymakers.
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