An Interrelationship among Iranian EFL Teachers’ Professional Identity, Self-efficacy, and Self-esteem

The current study probed quantitatively the interrelationship among EFL teachers’ professional identity, self-efficacy, and self-esteem. In addition to this, the study sought to investigate the predictive ability of self-efficacy and self-esteem on the EFL teachers’ professional identity. To achieve this goal, 79 English teachers from various language universities and institutes in Shiraz were selected based on convenience sampling procedure. The participants were asked to fulfil three questionnaires; professional identity questionnaire, self-esteem questionnaire, and self-efficacy questionnaire. The relationship among teachers’ professional identity, self-esteem, and self-efficacy was examined by utilizing Pearson Correlation Coefficient. Multiple Regression was applied to scrutinize the predictive ability of teachers’ self-efficacy and self-esteem on the professional identity. Firstly, the findings revealed a positive significant correlation between teachers’ professional identity and self-esteem. Moreover, a positive significant association between teachers’ professional identity and their self-efficacy was observed. Finally, the results indicated that professional identity was significantly predicted by both self-efficacy and self-esteem. The findings of the current study accentuate the role of self-efficacy and self-esteem throughout the construction of language teachers’ professional identity.