The Impact of Teacher Professional Identity and Teacher Self-Efficacy on EFL Students’ Learning Outcomes

Objectives The purpose of this research is to examine the formation of the Native English-Speaking Teacher's (NEST) professional identity (TPI) in relation to teacher self-efficacy (TSE) within the context of a Korean local university offering English as a Foreign Language (EFL) courses. Methods Data for this study were collected over a period of approximately three years, from September 2019 to October 2023, using semi-structured interviews, classroom observations, and reflective journals. The participants included two students—one from Korea and one from Uzbekistan—and the focal teacher, a native English speaker of Filipino-American descent, who taught an EFL course at the university. Results The findings from the study highlight the significant role of the teacher’s professional identity (TPI) and its connection to teacher self-efficacy (TSE) in fostering EFL students’ language learning and academic success. Key results include: 1) Teacher identity developed and evolved into teacher professional identity through the lens of TSE. 2) Teacher professional identity shaped by TSE had a direct impact on the language learning outcomes of EFL students in the Korean university setting. Conclusions The study revealed that the teacher’s language knowledge, teaching experience, attitude towards her students, and unique instructional methods positively influenced the academic progress of EFL students. Furthermore, the research provides pedagogical recommendations for NEST teachers working with EFL students in foreign contexts, aiming to enhance their teaching effectiveness and support student learning.