Professional accuantability is he activity of a professional teachers explaining their actions or decisions and taking responsibility for them in a transparent manner. The main purpose of the current study was to find the assossiation between Iranian EFL teachers’ professional accountability and their sense of professional development. To this end a correational study was conducted and 254 Iranian EFL male and female teachers from English language institutes were selected as the participants of the study through a random sampling procedure. Then, the questionnaires of teacher accountability in English teaching and EFL teachers’ sense of professional development were distributed among the participants of the study. To answer the research questions of the study, Pearson correlation and linear regression were used. The results of the study indicated that there was a significant relationship between the Iranian EFL teachers’ professional accountability and their sense of professional development. Furthermore, EFL teachers' professional accountability was found to be a significant predictor of Iranian EFL teachers’ sense of professional development. Therefore, the professional development programs should be developed according to the characteristics of teachers’ accountability factors, and, the professional development of teachers should be supported by stakeholders to overcome the obstacles. The findings of the study are applicable for Iranian EFL teachers who teach in in ministry of education and those who teach in language institutes. Moreover, the findings can give them a clear understanding of the term accountability and how it is related to professional development.