The present study aimed to investigate the relationship between EFL teachers' anxiety, classroom-related factors and teachers' self-efficacy in Iranian EFL learning context. Furthermore, this study made an effort to find the predictor factors of classroom anxiety. Accordingly, this study aimed to fill the gap by exploring to what extent Iranian EFL teachers are anxious, the sources of classroom anxiety among Iranian EFL teachers, and their strategies to cope with this anxiety. In so doing, 120 Iranian EFL teachers (male and female) from different educational levels were recruited through convenience sampling. The EFL teachers were from different cities of Iran and invited via electronic link or were sent the paper format of the questionnaires. The study aspired for a mixed methods approach and a sequential explanatory design was chosen. For the quantitative phase of the study, EFL teachers answered Foreign Language Teaching Anxiety Scale (FLTAS) developed by Aydin and Ustuk (2020) and Teachers' Sense of Efficacy Scale (TSES) developed by Tchannen-Moran and Woolfolk (2001). In order to collect qualitative data a semi-structure interview was conducted with 20 EFL teachers from among the participants. The interviews were conducted in face to face, written form, or voice messages formats. In order to analyze the quantitative data, Pearson-correlation coefficient and multiple regression were run to figure out the relationship between variables. Moreover, to analyze the qualitative data, the responses of the participants were subjected to thematic analysis. Accordingly, some themes and subthemes were emerged from the responses. The results of the questionnaires revealed that teachers' anxiety and teachers' self-efficacy were negatively correlated. Moreover, among the factors of self-efficacy, named student engagement, classroom management and instructional efficacy, instructional strategies were the strongest predictors of classroom anxiety. In addition, among educational
