Over the years, both teacher research engagement (TRE) and teacher efficacy have received great attention from different scholars and researchers in second language teacher education due to their influence on different aspects of learning and teaching. The present study concentrated on the relation between EFL teachers' engagement in and with research (by reading, using, and doing it) and teacher efficacy. To this end, based on the information gleaned from teacher efficacy literature, a Likert-scale Analytic Hierarchy Process (AHP) questionnaire including context-specific teacher efficacy components followed by a single follow-up question was developed, checked, and administered to 15 expert teachers. The results showed that teaching language skills and teaching language components were the most prominent teacher efficacy components while teachers would be most willing to do or read research on students' proficiency level and error correction. Therefore, the results suggest that there is a negative relationship between the two variables.