Teachers’ attitudes, beliefs, and identities are regarded as the key elements in boosting their effectiveness in improving their learners’ performance. Professional identity as a quality of a teacher can be evolved in a constant and continuous process. It is usually shaped in educational and social contexts. Among the teacher characteristics which influence teachers’ performance, professional identity and self-efficacy are considered to be vital characteristics. The current study was set to explore the association between Iranian English as a foreign language (EFL) teachers’ professional identity and self-efficacy. Therefore, in order to gather the data required for the aims of this research, 92 English language teachers were chosen as the participants of this research study. Two questionnaires were utilized to gather the data. The data collected was analyzed via Pearson’s correlation coefficient. The results revealed a positive bond between Iranian EFL teachers’ professional identity and self-efficacy. The findings of this study can be of help for teacher educators and English language teachers.
