The main purpose of this study is to investigate the relationship between English Foreign Language (EFL) teachers' willingness and conformity with post-method pedagogy and their teaching effectiveness. The participants comprised 134 EFL teachers teaching and 487 EFL learners studying at different language institutes in several cities of Iran. Their selection was based on random sampling and the participation was entirely voluntary. In this study, two instruments were used: post method questionnaire and Effective teaching questionnaire. Pearson's correlation coefficient and structural equation modeling (SEM) were run to analyze the causal relationships among the components. The results of Structural Equation Modeling demonstrated that effective teaching is positively and significantly predicted by all three subscales of post-method: teacher autonomy, teacher sense of social justice, and their sense of academic enthusiasm. Also, effective teaching is positively and significantly associated with total post method. Furthermore, effective teaching has the highest positive correlation with teacher enthusiasm, and the lowest positive correlation with teacher autonomy. Finally, these findings were discussed with reference to the context of Iran.