This current study is designed to examine the structural correlation between EFL teachers' TPACK and their teaching effectiveness. A quantitative method was employed in this study, which involved 216 EFL teachers of primary schools with more than two-year teaching experiences in Gresik, East Java-Indonesia. A validated questionnaire was utilized to collect the data. It was then analyzed by using Structural Equation Modeling--Partial Least Square (SEM-PLS) with SmartPLS 3.2.9 program to test the proposed hypotheses. The findings revealed that only three domains of teachers' TPACK support their teaching effectiveness, i.e.; pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. It implies that teacher technological knowledge, content knowledge pedagogical knowledge and technological content knowledge could not work alone for performing an effective teaching. Teacher knowledge of technology, pedagogy, and subject matter should be comprehensively integrated. Significantly, this study provides empirical evidence on the TPACK constructs that support teacher effectiveness.