This chapter conceptualizes EFL teacher effectiveness within the specific context of Iran, utilizing the Identity and Professional Development dimension as a primary analytical tool. It moves beyond generic definitions to explore how effectiveness is constructed amid the constraints of an exam-oriented system and a collectivist cultural ethos. The analysis identifies key competencies for Iranian EFL teachers, including self-efficacy, pedagogical adaptability, and cultural sensitivity. It highlights the pedagogical schizophrenia experienced by teachers torn between communicative aspirations and systemic mandates. The chapter concludes by recommending a shift in evaluation models—from performative, test-based metrics to developmental approaches that recognize teacher agency and the successful adaptation of global methodologies to local classroom realities.