LAUSR

Abstract Teacher professional identity is seen as a sense of self that results from various factors such as experience, education, environment, and personal characteristics. The purpose of the present article was to investigate the relationship between EFL teachers’ professional identity and their self-esteem. The research data were collected with 224 EFL teachers teaching at different language institutes selected based on convenience sampling through two types of questionnaires (a professional identity and a self-esteem questionnaire). The collected data were analyzed by structural equation modeling software. The results indicated that all five sub-constructs of self-esteem predicted professional identity positively and significantly: Satisfaction, Knowledge, Commitment, Adaptation, and Communication. Implications for further research and teacher education were discussed.