EFL Teacher: “being an English teacher, based on one’s characteristic, he/she might be able to find appropriate pedagogies of teaching and interpretations for English teaching fitting one’s personality” (Lin & Chien, 2010, p. 1). Self-efficacy: According to Bandura (1997), self-efficacy is defined as “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (p.3). In the present study, self-efficacy is operationally defined as the scores of the teachers on the self-efficacy questionnaire developed by Tschannen – Moran and Woolfolk Hoy (2001). Teacher Identity: Teacher identity refers to the “focus on how one’s intrapersonal individuality self, which includes one’s emotions, dispositions, and ideology engages with current, past, and projected lived experiences” (Alsup, 2006, p. 3).
1.5 Significance of the Study
The findings of the present study will be significant for teacher educators, EFL teachers, and syllabus designers. As teacher educators, find out the relationship between teachers’ cultural identity and teachers’ self- efficacy, they can organize educational planning for teachers. They can work on teachers’ cultural identity in teacher educational courses or teacher training courses (TTC). Also, EFL teachers can benefit from the results of the study by learning about the relationship between their self-efficacy and their cultural identity. Syllabus designers would need that to investigate the needs of