The Interplay of Self-Efficacy and Well-Being in Shaping Vietnamese Tertiary EFL Teachers’ Professional Identity

Abstract

The effectiveness and retention of English as a Foreign Language (EFL) teachers are increasingly important concerns in Vietnam’s educational landscape, yet factors shaping these teachers’ professional identity remain insufficiently understood. While previous research has examined teacher self-efficacy, well-being, and professional identity separately, few studies have investigated their interrelationships, particularly in non-Western contexts. This study addresses this gap by examining how these constructs interact within Vietnamese tertiary EFL teaching, where linguistic and cultural complexities create unique challenges. This mixed-methods study explored the interplay of self-efficacy, well-being, and professional identity among 165 Vietnamese tertiary EFL teachers. Data from validated scales and 12 interviews reveal a strong reciprocal relationship between self-efficacy and well-being, both predicting professional identity development. Institutional support, professional development opportunities, and work-life balance were identified as key factors influencing teachers' professional growth. The findings suggest recommendations for educational institutions: implementing integrated support systems addressing both pedagogical competence and psychological well-being, providing structured mentoring programs for early-career teachers, and creating policies promoting sustainable work-life balance. These findings have implications for teacher education programs globally.

Keywords

EFL teacher self-efficacy teacher well-being professional identity Vietnamese higher education

The globalization of English as a lingua franca has intensified the demand for English as a Foreign Language (EFL) teachers worldwide, including in Vietnam where English proficiency is essential for economic development and international integration (Tran, 2015). As central figures in shaping the nation’s linguistic landscape, tertiary EFL teachers’ professional identity formation warrants comprehensive investigation within the Vietnamese context.

Professional identity, defined as teachers’ ongoing process of integrating personal and professional experiences into a coherent self-concept as an educator (Beijaard et al., 2004), represents a dynamic construct shaped by two interrelated factors: teachers' sense of self-efficacy in professional practice and psychological well-being (Othman & Aljuhaishi, 2021). These factors influence how teachers perceive and develop their professional roles. Self-efficacy, understood as teachers’ beliefs in their capacity to execute teaching tasks effectively (Tschannen-Moran et al., 1998), correlates with improved instructional practices and student outcomes (Burić & Kim, 2020; Klassen & Tze, 2014). Teacher well-being, encompassing psychological, emotional, and social health (Dodge et al., 2012), is associated with enhanced job satisfaction and teaching quality (Hascher & Waber, 2021; Nugroho et al., 2020). While these constructs have been explored separately, their interconnection in EFL teaching remains largely unexplored, particularly in Vietnam’s evolving tertiary education system (Trinh & Mai, 2018).

Understanding how self-efficacy, well-being, and professional identity interact can inform the development of more effective teacher support systems and professional development programs. This understanding proves valuable for educational institutions seeking to enhance teaching effectiveness and student learning outcomes through targeted interventions that consider both professional growth and personal well-being. The mixed-methods study examines the relationships between self-efficacy, well-being, and professional identity among Vietnamese tertiary EFL teachers. Through a combination of quantitative surveys and in-depth interviews, the research investigates how these constructs manifest and interact within the Vietnamese educational context. The findings provide comprehensive insights into these complex relationships, offering both quantitative data on self-efficacy and well-being levels, and qualitative exploration of their connection to professional identity formation. These results contribute to understanding EFL teacher development and have practical implications for educational policy, teacher training programs, and institutional support systems in Vietnam and other EFL contexts globally.

Literature Review

Theoretical Framework

This study integrates three complementary theoretical perspectives to examine relationships between self-efficacy, well-being, and professional identity among Vietnamese tertiary EFL teachers. Social Cognitive Theory (Bandura, 1997) provides the foundation for understanding how teachers’ beliefs about their capabilities influence instructional practices, persistence in challenges, and professional development. Self-efficacy emerges as a dynamic construct shaped by mastery experiences, vicarious learning, verbal persuasion, and emotional states within specific teaching contexts (Tschannen-Moran et al., 1998).

Social Identity Theory (Tajfel & Turner, 2004) illuminates how teachers construct professional identities through social categorization, identification, and comparison processes. This perspective explains how EFL teachers develop belonging within professional communities and how their perceived status as language educators contributes to identity formation. For Vietnamese EFL teachers, this process involves navigating tensions between global teaching methodologies and local educational traditions (Varghese et al., 2005).

Complementing these approaches, Ryff’s Theory of Psychological Well-being (Ryff & Singer, 2008) provides a eudaimonic framework connecting personal growth, purpose, and professional functioning. This theory posits that teacher well-being stems from fulfilling basic psychological needs—autonomy, competence, and relatedness—within educational environments. Unlike hedonic approaches focused primarily on job satisfaction, this eudaimonic perspective emphasizes professional growth and purpose as essential components of teacher well-being.

The integration of these theories offers analytical power for examining EFL teacher development. Social Cognitive Theory and Social Identity Theory intersect through collective efficacy, where teachers’ capability beliefs are influenced by professional group identification (Zhao, 2022). Similarly, Social Identity Theory connects with psychological well-being theory in how professional identification contributes to purpose and personal growth. The relationship between self-efficacy and well-being is theoretically grounded in how successful professional performance contributes to psychological flourishing. Within Vietnamese tertiary EFL contexts, where teachers navigate complex linguistic, cultural, and institutional demands, this theoretical integration provides a structured framework for understanding how self-efficacy and well-being shape professional identity development.

Teacher Self-efficacy

Teacher self-efficacy, grounded in Bandura’s Social Cognitive Theory, represents teachers’ beliefs in their capacity to facilitate student learning and manage classrooms effectively (Bandura, 1997; Wyatt, 2018). This construct encompasses instructional strategies, classroom management, and student engagement (Tschannen-Moran & Hoy, 2001). In EFL contexts, self-efficacy extends to linguistic competence, cultural mediation, and language teaching methodologies (Phan, 2020), influencing instructional choices and innovation.

Empirical research validates Social Cognitive Theory’s predictions regarding EFL teacher self-efficacy development. Studies show how mastery experiences in classroom management (Wyatt, 2016) and language instruction (Hoang & Wyatt, 2021) strengthen efficacy beliefs, while institutional support and professional development serve as sources of vicarious experience and social persuasion (Akbari & Moradkhani, 2010). These findings illuminate how Vietnamese tertiary EFL teachers develop efficacy beliefs within their educational contexts.

Cross-cultural research reveals variations in teacher self-efficacy across educational settings. Ozkara (2019) identified experience as a significant predictor among Turkish EFL teachers, while Klassen et al. (2009) demonstrated that contributing factors vary across cultural contexts, reflecting differences in educational values and institutional structures. These variations highlight the need for context-specific research on Vietnamese EFL teachers’ self-efficacy, as Western models may not capture the unique challenges in Vietnamese higher education—essential knowledge for developing targeted support systems.

Teacher Well-Being

Research on teacher well-being is theoretically anchored in Ryff’s multidimensional model of psychological well-being, which identifies six essential dimensions: self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth (Ryff & Keyes, 1995; Ryff & Singer, 2008). This framework extends beyond job satisfaction to examine psychological flourishing within professional roles. By focusing on eudaimonic aspects, this perspective provides a structured approach to understanding how teachers develop purpose and meaning through their work—particularly relevant for EFL teachers navigating complex linguistic and cultural domains.

Recent empirical work establishes significant connections between teacher well-being and educational outcomes. Teachers with higher psychological well-being create more positive classroom environments, leading to improved student engagement and achievement (Aldrup et al., 2018; Hasnain, 2023; Jennings et al., 2017; Weiland, 2021). Conversely, diminished well-being correlates with increased burnout, higher attrition, and compromised instruction. This bidirectional relationship highlights well-being as an educational factor with substantial implications for teaching effectiveness. Within Vietnamese EFL contexts, where teachers face significant pedagogical demands and institutional pressures, these connections become particularly relevant.

Cultural considerations significantly influence teacher well-being conceptualization, especially in collectivist contexts like Vietnam (Collie et al., 2015; Phan, 2018; Tran & Nguyen, 2015). Research indicates that collectivist values affect how teachers perceive well-being, often emphasizing group harmony over individual needs (Jones et al., 2021). These patterns may influence how Vietnamese EFL teachers experience autonomy, evaluate accomplishments, and develop institutional relationships. Such cultural specificity necessitates careful application of Western well-being models to Vietnamese contexts, requiring examination of how cultural values interact with institutional structures to shape teachers’ psychological experiences—providing an essential foundation for understanding teacher well-being within Vietnamese tertiary EFL settings.

Teacher Professional Identity

Professional identity in teaching significantly impacts educators’ effectiveness, job satisfaction, and career longevity (Canrinus et al., 2012; Day & Kington, 2008; Ostad et al., 2019). It encompasses teachers' perceptions of their roles, responsibilities, and place within the educational community, rooted in theoretical frameworks including Social Identity Theory and narrative approaches (Beauchamp & Thomas, 2009).

In EFL teaching, professional identity incorporates additional dimensions due to the unique nature of language instruction (Pennington & Richards, 2016). EFL teachers navigate complex linguistic and cultural landscapes, often straddling multiple cultural identities (Aljuhaish et al., 2020). This complexity creates unique challenges in developing coherent professional identity, particularly for non-native English-speaking teachers (Phuong et al., 2023; Varghese et al., 2005).

Recent research emphasizes the dynamic and contextual nature of professional identity formation among EFL teachers (Nguyen, 2017; Phan & Locke, 2016). Yuan and Lee (2015) highlight the interplay between personal experiences, professional knowledge, and contextual factors in shaping teachers’ professional self-concepts. Challenges for EFL teachers include navigating tensions between global and local teaching methodologies, managing stakeholder expectations, and reconciling personal language learning experiences with professional teaching practices (Le & Barnard, 2009; Tajeddin et al., 2023; Vu & Phan, 2020).

The Interplay Between Self-Efficacy, Well-Being, and Professional Identity

The complex interaction between self-efficacy, well-being, and professional identity can be conceptualized through an integrated theoretical framework combining Social Cognitive Theory, Ryff’s Well-being Theory, and Social Identity Theory. This integration reveals how teachers’ beliefs about their capabilities fundamentally shape both their psychological functioning and professional self-concept in mutually reinforcing patterns (Berger & Van, 2018; Samfira & Paloş, 2021). Teachers with high self-efficacy tend to experience greater well-being as they approach challenges with resilience and optimism, while enhanced well-being simultaneously strengthens self-efficacy by fostering positive emotional states and reducing stress (Zee & Koomen, 2016). This bidirectional relationship becomes particularly nuanced in Vietnamese EFL contexts, where teachers navigate additional cultural and linguistic challenges including methodological tensions between global and local approaches, managing diverse stakeholder expectations, and reconciling personal language learning experiences with professional teaching practices (Nguyen & Nguyen, 2023; Phan, 2017; Rojas et al., 2024; Tajeddin et al., 2023; Tran et al., 2022).

Critical examination of this triadic relationship reveals that self-efficacy plays a pivotal role in professional identity formation, as teachers’ confidence in their professional abilities leads to more coherent and positive professional self-concepts (Beauchamp & Thomas, 2009). Conversely, a well-established professional identity reinforces self-efficacy by providing a clear sense of purpose and professional belonging—highlighting the cyclical nature of these constructs. This theoretical understanding challenges linear development models and suggests more complex developmental pathways for teacher growth.

Recent scholarship has increasingly questioned compartmentalized approaches to teacher development, with Gu and Day (2013) advocating for a holistically integrated “whole teacher” perspective that acknowledges the inseparability of professional competence and personal well-being. While their research was not developed specifically for EFL contexts, it offers a conceptual framework that can be critically adapted to address the unique demands of language teacher development globally. Moreover, the limitations of applying Western frameworks uncritically to diverse educational settings have been demonstrated by researchers such as Trent (2016) and Kanno and Stuart (2011), who highlight how sociocultural factors fundamentally shape teachers’ professional identities in ways that demand culturally responsive approaches to both research and practice.

This integrated theoretical perspective provides a robust analytical framework for examining how these constructs interact within the specific context of EFL teaching, where linguistic complexity, cultural mediation, and specialized professional demands create distinctive challenges and opportunities for teacher development that cannot be adequately understood through single-construct approaches.

The Present Study

Drawing from the literature reviewed, significant gaps exist in understanding how self-efficacy, well-being, and professional identity interact in EFL teaching contexts. Despite extensive research examining these constructs individually, few studies have investigated their interrelationships, particularly in non-Western educational settings. The Vietnamese tertiary context provides a distinctive opportunity to explore these relationships within a rapidly evolving educational landscape where English language teaching has increasing significance for national development and international integration.

This study addresses these research gaps through a mixed-methods investigation examining both quantifiable relationships between these constructs and EFL teachers’ lived experiences. Two key research questions guide this inquiry:

RQ1: How do self-efficacy and well-being levels vary among Vietnamese tertiary EFL teachers?

RQ2: How do self-efficacy and well-being relate to professional identity formation in these teachers?

The study employs a sequential explanatory design (Creswell & Clark, 2018) where quantitative data collection and analysis precedes qualitative exploration, enabling identification of patterns in self-efficacy and well-being levels, relationships between these constructs and professional identity, and contextual factors shaping these relationships.

This research contributes to the field in three significant ways. First, it provides empirical evidence of self-efficacy and well-being manifestations among EFL teachers in a non-Western context, expanding cross-cultural understanding of teacher development. Second, by examining relationships between these constructs, the study illuminates how professional identity develops within specific cultural and institutional contexts. Third, the findings have direct implications for teacher education programs, professional development initiatives, and institutional support systems both within Vietnam and other EFL contexts. The results inform the design of teacher preparation programs addressing both professional competence and personal well-being, supporting the development of institutional systems fostering positive professional identity formation, and contributing to policy decisions regarding EFL teacher development at institutional and national levels.

Through this focused examination, the study enhances both theoretical understanding and practical applications in EFL teacher development while accounting for the distinctive characteristics of the Vietnamese educational context—responding to calls for more holistic research considering the interconnections between professional competence, psychological well-being, and identity formation within culturally specific educational environments.

Method

Research Design

This study employed a mixed-methods approach, combining quantitative and qualitative methodologies to provide a comprehensive understanding of the relationships between self-efficacy, well-being, and professional identity (Creswell & Clark, 2018). A sequential explanatory design was used, with an initial quantitative phase followed by a qualitative phase to explore findings in-depth (Ivankova et al., 2006).

Participants

This study employed a two-phase sampling approach aligned with its sequential explanatory design. For the quantitative phase, a stratified random sampling method ensured representation across different tertiary institutions in Vietnam (Creswell & Clark, 2018). The sampling frame consisted of 15 institutions (8 public universities, 4 private universities, and 3 language centers) from three geographical regions of Vietnam (North, Central, and South). From 283 contacted full-time EFL teachers, 165 completed the survey (response rate: 58.3%), comprising 82 participants from public universities (49.7%), 53 from private universities (32.1%), and 30 from language centers (18.2%).

The quantitative phase included 165 EFL teachers (53 male, 112 female), with ages ranging from 25 to over 55 years old. Teaching experience varied from 0–5 years (17%) to over 16 years (24.2%), with the majority holding master’s degrees (77.6%). All participants were Vietnamese nationals who learned English as an additional language. Table 1 presents detailed participant demographics.

Table 1.

Quantitative Study Participants’ Demographics (N = 165).

Characteristic	N	%
Gender
Male	53	32.1
Female	112	67.9
Age range
25–35	68	41.2
36–45	52	31.5
46–55	35	21.2
>55	10	6.1
Highest qualification
Bachelor’s degree	25	15.2
Master’s degree	128	77.6
Doctoral degree	12	7.2
Teaching experience
1–5 years	28	17.0
6–10 years	45	27.3
11–15 years	52	31.5
>16 years	40	24.2
Institution type
Public universities	82	49.7
Private universities	53	32.1
Language centers	30	18.2

For the qualitative phase, maximum variation sampling was employed to select 12 participants from the survey respondents (Etikan, 2016; Patton, 2023). This approach deliberately selected participants representing diverse variations across dimensions of interest: age, gender, teaching experience, institution type, and levels of self-efficacy and well-being as indicated in the quantitative phase. Table 2 presents the characteristics of the interview participants, using pseudonyms to protect confidentiality.

Table 2.

Interview Participants’ Characteristics (N = 12).

Pseudonym	Gender	Age	Experience (year)	Institution type	Self-efficacy level	Well-being level
P1	F	32	8	Public uni	High	Moderate
P2	M	45	15	Private uni	Moderate	High
P3	F	28	4	Lang. center	Low	Moderate
P4	M	52	20	Public uni	High	High
P5	F	38	12	Private uni	Moderate	Low
P6	F	42	16	Public uni	High	Low
P7	M	35	10	Lang. center	Low	High
P8	F	48	18	Public uni	Moderate	Moderate
P9	F	29	5	Private uni	High	Low
P10	M	55	25	Public uni	Moderate	High
P11	F	33	7	Lang. center	Low	Low
P12	M	41	14	Private uni	High	Moderate

The sample size for the quantitative phase (N = 165) was determined through power analysis using G*Power software (Faul et al., 2007), assuming a medium effect size (f² = 0.15), α = 0.05, and power (1 - β) = 0.80 for multiple regression analyses with up to 5 predictors. For the qualitative phase, the combination of maximum variation sampling and data saturation principles (Guest et al., 2006) guided the final sample size (n = 12), with saturation achieved after ten interviews and two additional interviews conducted to confirm that no new themes emerged. This integrated sampling approach ensured both breadth of perspective and depth of understanding, addressing a critical methodological challenge in mixed-methods research (Ivankova et al., 2006).

Instruments

Three validated and reliable instruments were used in this study. The Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001), a 24-item scale using a 9-point Likert scale (1 = “nothing” to 9 = “a great deal”), measured self-efficacy across three dimensions: instructional strategies, classroom management, and student engagement (Cronbach’s α = 0.94). Ryff’s Psychological Well-Being Scales (RPWB; Ryff, 1989), a 42-item instrument using a 6-point Likert scale (1 = “strongly disagree” to 6 = “strongly agree”), assessed six dimensions of psychological well-being: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance (Cronbach’s α ranging from 0.86 to 0.91). The Professional Identity Questionnaire (PIQ; adapted from Cheung, 2008), an 18-item scale using a 5-point Likert scale (1 = “strongly disagree” to 5 = “strongly agree”), measured teachers' professional identity across three dimensions: professional knowledge and skills, professional attitudes and beliefs, and professional behaviors (Cronbach’s α = 0.88).

For the qualitative phase, the semi-structured interview protocol was developed based on preliminary analysis of the quantitative findings. All interview participants were recruited from the pool of survey respondents through purposeful sampling to ensure maximum variation in self-efficacy and well-being scores. The interview protocol comprised three main sections with sample questions including “Describe a teaching experience that significantly influenced your confidence in the classroom,” “How do institutional factors affect your professional well-being?” and “What experiences have shaped your identity as an EFL teacher?” Each interview lasted 45–60 minutes and was conducted in Vietnamese to ensure participants could express their experiences and perspectives fully. The protocol was piloted with two EFL teachers who matched the study’s participant criteria but were not included in the final sample, leading to minor refinements in question phrasing and sequence.

Data Generation Procedures

Quantitative data collection occurred from March 1 to April 15, 2024, via Qualtrics. Participants received email invitations with unique survey links. Two reminder emails were sent at one-week intervals. For the qualitative phase, 40–60-minute interviews were conducted in Vietnamese via video conferencing. All interviews were audio-recorded with participants’ consent.

Data Analysis

Analysis procedures were organized to systematically address each research question through integrated quantitative and qualitative approaches. For the first research question examining variations in self-efficacy and well-being, IBM SPSS Statistics 27 facilitated descriptive analyses (means, standard deviations) and inferential testing (one-way ANOVAs with post-hoc Tukey HSD tests) to examine differences across teaching experience, institution type, and educational qualifications. These analytical strategies align with established approaches for examining group differences in psychological constructs (Faul et al., 2007).

For the second research question investigating relationships between constructs, bivariate correlations and multiple regression analyses using AMOS 27 examined how self-efficacy and well-being predicted professional identity. This analytical approach enabled both direct relationship assessment and more complex predictive modeling while accounting for model assumptions (normality, linearity, homoscedasticity) essential for valid statistical inference.

Qualitative data analysis employed Braun and Clarke’s (2021) six-step thematic analysis process using NVivo 12. This approach combined deductive coding (using predetermined categories from quantitative findings and theoretical frameworks) with inductive coding (identifying emergent patterns). The systematic coding process progressed through three cycles: first employing process coding (e.g., “managing difficult students”) and emotion coding (e.g., “confidence in teaching”); then identifying recurring patterns (e.g., “institutional support”); and finally connecting themes to conceptual frameworks. To enhance analytical rigor, two researchers independently coded 30% of data, achieving 89% inter-rater reliability, with coding discrepancies resolved through consensus discussion (Lincoln & Guba, 1985).

Following mixed-methods best practices (Creswell & Clark, 2018), integration occurred at three critical junctures: during interview question development based on survey findings, in participant selection using maximum variation sampling based on survey responses, and in the final analysis connecting statistical results with thematic findings. Integration was operationalized through joint displays aligning quantitative results with qualitative themes, facilitating comprehensive interpretation of the relationships between self-efficacy, well-being, and professional identity. This structured integration approach enabled the development of meta-inferences that transcended the limitations of single-method interpretation (Onwuegbuzie & Johnson, 2006), addressing a key methodological challenge in mixed-methods research.

This integrated analytical approach provided complementary perspectives on the research questions, with quantitative analyses establishing patterns and relationships, and qualitative analyses offering contextualized understanding of lived experiences. The combined approach strengthens interpretive validity through methodological triangulation while acknowledging the epistemological tensions inherent in mixed-methods research.

Ethical Considerations

Participants were informed of their right to withdraw at any time without consequences. Data were stored on password-protected computers and encrypted cloud storage, accessible only to the research team. To ensure anonymity, participants were assigned pseudonyms in all reports and publications.

Trustworthiness and Validity

For the quantitative phase, reliability and validity of the instruments were established through Cronbach’s alpha coefficients and confirmatory factor analysis. In the qualitative phase, trustworthiness was ensured through member checking, peer debriefing, and maintaining an audit trail (Lincoln & Guba, 1985). To enhance the overall validity of the mixed-methods design, integration legitimation was addressed by explicitly connecting quantitative and qualitative findings and discussing meta-inferences (Onwuegbuzie & Johnson, 2006).

Results

Varied Levels of Self-Efficacy and Well-Being

Prior to analysis, data were examined for statistical assumptions. All variables met normality requirements (Shapiro-Wilk test, p > .05), showed homogeneity of variance (Levene’s test, p > .05), and demonstrated acceptable levels of skewness and kurtosis (within ±2).

Quantitative analysis revealed varying levels of self-efficacy and well-being among participants. Based on the TSES guidelines (Tschannen-Moran & Hoy, 2001), where scores above 7.0 indicate high self-efficacy and 5.0–7.0 indicate moderate levels on the 9-point scale, participants demonstrated moderate to high levels of self-efficacy (M = 6.82, SD = 1.14). Similarly, following RPWB interpretation guidelines (Ryff & Singer, 2008), where scores above 5.0 indicate high well-being and 3.5–5.0 indicate moderate levels on the 6-point scale, participants showed generally positive well-being (M = 4.38, SD = 0.76). Table 3 presents the detailed descriptive statistics for both constructs’ subscales.

Table 3.

Descriptive Statistics for Teacher Self-Efficacy and Psychological Well-being Subscales.

Scale and Subscale	M	SD	Range
Teacher Self-Efficacy (9-point scale)
Instructional Strategies	7.15	1.06	3.50–9.00
Classroom Management	6.73	1.22	3.00–8.75
Student Engagement	6.58	1.18	3.25–8.50
Psychological Well-being (6-point scale)
Autonomy	4.26	0.82	2.57–5.86
Environmental Mastery	4.52	0.79	2.71–5.71
Personal Growth	4.65	0.73	3.00–5.86
Positive Relations	4.41	0.85	2.86–5.71
Purpose in Life	4.33	0.78	2.71–5.57
Self-Acceptance	4.11	0.84	2.57–5.43

Analysis of demographic variations revealed significant differences across years of teaching experience for both constructs, as shown in Table 4.

Table 4.

Self-Efficacy and Well-being Scores by Years of Teaching Experience.

Years of Experience	Self-Efficacy M(SD)	Well-being M(SD)	n
1–5 years	5.95 (1.08)	4.12 (0.82)	28
6–10 years	6.54 (1.12)	4.28 (0.75)	45
11–15 years	7.15 (0.98)	4.45 (0.72)	52
>16 years	7.42 (0.89)	4.62 (0.68)	40
F-value	15.32*	8.47*
η²	0.22	0.14

Note. *p < .001.

One-way ANOVA results indicated significant differences in both self-efficacy (F (3,161) = 15.32, p < .001, η² = 0.22) and well-being (F (3,161) = 8.47, p < .001, η² = 0.14) across experience levels. Post-hoc Tukey tests revealed that teachers with more than 11 years of experience reported significantly higher levels of both constructs compared to those with less experience. No significant gender differences were found for either self-efficacy (t (163) = 1.24, p = .217) or well-being (t (163) = 0.89, p = .376).

Qualitative data from the 12 interviews largely supported these quantitative patterns, with 9 out of 12 participants describing experiences that aligned with the statistical trends. More experienced teachers (8 out of 8 with >11 years) consistently described higher levels of confidence and professional satisfaction. For example, when discussing classroom management strategies, P4, a male teacher with 20 years of experience at a public university who reported high self-efficacy and well-being, noted: “Over the years, I’ve developed a repertoire of teaching strategies that work well with different types of students. This experience gives me confidence in handling various classroom situations, which contributes significantly to my sense of professional accomplishment.”

However, three participants presented contrasting experiences. Two experienced teachers (P5 and P6, both with >12 years) reported struggles with well-being despite their experience, particularly regarding work-life balance. During a discussion about professional challenges, P6, a female teacher with 16 years of experience at a public university who reported high self-efficacy but low well-being, explained: “Despite feeling confident in my teaching abilities, the increasing administrative demands and pressure to publish research have significantly impacted my work-life balance. Sometimes this confidence in teaching isn’t enough to maintain overall professional well-being.”

These contrasting cases highlighted how years of experience, while generally associated with higher self-efficacy and well-being, might interact with other contextual factors to shape teachers’ professional experiences.

Influence of Self-Efficacy and Well-Being on Professional Identity

Pearson correlation analyses revealed significant relationships among the key variables, as shown in Table 5.

Table 5.

Correlations Among Study Variables.

Variable	1	2	3	4
1. Self-efficacy	-
2. Well-being	.68**	-
3. Professional Identity	.48**	.39**	-
4. Years of Experience	.45**	.38**	.42**	-

Note. **p < .01, N = 165.

Multiple regression analysis examined the relationships between professional identity and the other variables. The model was statistically significant, F (3, 161) = 52.84, p < .001, accounting for 52% of the variance in professional identity (R² = .52). Both self-efficacy (β = .48, p < .001) and well-being (β = .39, p < .001) showed significant relationships with professional identity, while years of experience (β = .25, p < .01) also contributed to the model.

Qualitative analysis of interview data provided deeper insights into these statistical relationships. Ten of the twelve interviewed teachers described connections between their teaching confidence, psychological well-being, and professional self-concept. When discussing professional development experiences, P5, a female teacher with 12 years of experience at a private university, reflected: “As my teaching capabilities grew stronger, I developed a clearer sense of who I am as an educator. The positive feedback from students and recognition from colleagues enhanced both my confidence and my understanding of my professional role.”

However, two participants (P3 and P11) presented contrasting perspectives, suggesting more complex relationships among these variables. During a conversation about professional challenges, P11, a female teacher with 7 years of experience at a language center who reported low self-efficacy and well-being, shared: “Even when I receive positive evaluations for my teaching, I still struggle to see myself as a fully competent professional. The pressure to maintain high teaching standards while managing other responsibilities affects how I view my professional identity.”

The divergent experiences of these participants highlighted that while statistical relationships existed among self-efficacy, well-being, and professional identity, individual teachers might experience these connections differently based on their unique circumstances and challenges.

These findings align with the theoretical framework presented in the literature review, where Social Cognitive Theory and Social Identity Theory suggest complex relationships between teachers’ efficacy beliefs, psychological well-being, and professional identity development, while acknowledging that these relationships are neither simple nor unidirectional.

Contextual Influences on Teacher Development

Thematic analysis of interview data revealed three primary institutional and professional contexts that shaped teachers’ development of self-efficacy, well-being, and professional identity: institutional support systems, professional development opportunities, and work-life balance structures. These contextual factors were identified from participants' descriptions of their working environments and professional experiences.

Institutional support systems, mentioned by 10 of the 12 participants, encompassed administrative assistance, resource availability, and collegial relationships. Eight participants described positive experiences with institutional support. When asked about factors that enhanced his teaching effectiveness, P4, a male teacher with 20 years of experience at a public university who demonstrated high self-efficacy in the quantitative phase, reflected on the role of departmental support:

The support from my department head in providing teaching resources and opportunities for peer observation has been crucial. Having access to mentoring and regular feedback sessions has helped me develop more effective teaching strategies and feel more confident in my role.

His response came during a discussion about professional growth factors, highlighting how structured institutional support contributed to teaching confidence. However, when discussing institutional resources during the same line of questioning, two participants reported inadequate support. P11, a female teacher with 7 years’ experience at a language center who showed low self-efficacy scores, described her contrasting experience: “Despite repeated requests, we lack basic teaching resources and meaningful feedback on our teaching. This makes it difficult to improve our practices or feel valued as professionals.”

This response was observed during a conversation about barriers to professional development, illustrating how resource limitations affected teaching confidence and professional identity.

Professional development opportunities were constructed as the second key factor, with all 12 participants discussing its importance when asked about career growth. Nine participants reported regular access to professional development activities, while three described limited opportunities. During a discussion about significant professional learning experiences, P5, a female teacher with 12 years’ experience at a private university who scored moderately on self-efficacy measures, highlighted the positive impact: “Regular workshops and conference participation have enhanced both my teaching skills and professional confidence. These opportunities for learning and networking make me feel part of a larger professional community.”

In contrast, when asked about professional development support, P3, a female early-career teacher at a language center with low self-efficacy scores, expressed frustration: “Professional development here is mostly theoretical. We rarely get practical training that addresses our daily teaching challenges. This gap between training and practice affects my confidence in implementing new teaching approaches.”

Work-life balance structures were observed as the third contextual factor, with varying experiences reported across institution types. When discussing factors affecting their well-being, seven participants described supportive policies, while five reported challenges. During a conversation about institutional policies that support teacher well-being, P8, a female teacher with 18 years’ experience at a public university who demonstrated high well-being scores, shared: “Our institution’s flexible scheduling and reasonable teaching load allow me to balance teaching responsibilities with research and personal life. This balance significantly contributes to my professional satisfaction and well-being.”

However, when asked about challenges to maintaining professional well-being, P6, despite her 16 years’ experience at a public university and high self-efficacy scores, described contrasting experiences: “The increasing administrative duties and research requirements, on top of our teaching load, make it almost impossible to maintain a healthy work-life balance. This affects not just our well-being but our ability to develop professionally.”

These contextual factors often interacted, as revealed during a final reflection on institutional support. P7, a male teacher with 10 years’ experience at a language center who showed high well-being despite low self-efficacy scores, offered this metaphorical observation:

It's like an ecosystem. When my institution supports me, provides growth opportunities, and respects my personal time, I feel more confident, satisfied, and proud of my role as an EFL teacher. These elements work together to shape not just how I teach, but how I see myself as a professional.

The prevalence and impact of these contextual factors varied across institution types. Public universities showed stronger institutional support systems (6 out of 8 participants reporting positively) but more challenges with work-life balance (4 out of 8 reporting difficulties). Private universities demonstrated better work-life balance structures (4 out of 5 positive reports) but more limited professional development opportunities (3 out of 5 reporting limitations). Language center teachers reported the most varied experiences, particularly regarding institutional support (2 positive and 1 negative reports).

Integration of Quantitative and Qualitative Findings

This section integrates the quantitative and qualitative findings to provide a comprehensive understanding of the relationships studied. The integration process involved three systematic steps: First, quantitative results were organized by major constructs (self-efficacy, well-being, professional identity). Second, qualitative themes were mapped onto these constructs through iterative analysis of interview transcripts. Third, representative quotes were selected to illustrate how participants’ experiences illuminated the statistical findings. Through this process, the analysis identified three main sets of themes that align with the quantitative results: (1) Teaching and Professional Development themes (Teaching Competence, Professional Development, Institutional Support), (2) Well-being themes (Work-Life Balance, Professional Relationships, Institutional Environment), and (3) Identity Development themes (Professional Role, Teaching Philosophy, Identity Development). Table 6 presents a joint display matrix that systematically aligns these themes with quantitative results, supported by representative quotes and interpretations.

Table 6.

Integration of Quantitative and Qualitative Findings through Joint Display.

Finding/Theme	Quantitative Evidence	Representative Quotes	Integration/Interpretation
Teaching Confidence builds with Experience but Requires Support	Self-Efficacy (M = 6.82, SD = 1.14); High scores in Instructional Strategies (M = 7.15); Significant difference across experience levels (F (3,161) = 15.32, p < .001)	“Over the years, I’ve developed a repertoire of teaching strategies… This experience gives me confidence.” (P4); “Despite feeling confident in my teaching abilities, the increasing administrative demands… impact my work-life balance.” (P6)	Higher self-efficacy scores among experienced teachers reflect developed competence, while institutional demands can undermine confidence despite experience. Professional development was identified as key for building efficacy
Well-being Thrives Through Balance and Collegial Support	Well-being (M = 4.38, SD = 0.76); highest in Personal Growth (M = 4.65); Lowest in Self-Acceptance (M = 4.11)	“Our institution’s flexible scheduling and reasonable teaching load allow me to balance teaching responsibilities with research and personal life.” (P8); “The increasing administrative duties… make it almost impossible to maintain a healthy work-life balance.” (P6)	Teachers prioritize professional growth while struggling with self-acceptance. Institutional environments and collegial relationships significantly impact teacher well-being, with flexible policies supporting sustainable practice
Self-Efficacy and Well-being Mutually Reinforce Professional Identity	Correlation between Self-Efficacy and Well-being (r = .68, p < .001); Professional Identity Prediction (R² = .52) with Self-efficacy (β = .48) and Well-being (β = .39)	“As my teaching capabilities grew stronger, I developed a clearer sense of who I am as an educator.” (P5); “It’s like an ecosystem. When my institution supports me… I feel more confident, satisfied, and proud of my role.” (P7)	The strong predictive relationship between these variables manifests in teachers’ narratives about professional development. Teachers describe how confidence and well-being work together to shape their professional self-concept within supportive environments

The matrix demonstrates the complementarity between quantitative and qualitative findings, revealing how statistical patterns are manifested in teachers’ lived experiences. High self-efficacy scores in instructional strategies align with teachers' expressed confidence in their teaching abilities, while moderate well-being scores reflect the complex interplay between professional satisfaction and workplace challenges. The strong correlation between self-efficacy and well-being is illustrated through teachers’ descriptions of how these constructs mutually reinforce each other within supportive institutional environments. Similarly, the significant prediction of professional identity by both self-efficacy and well-being is evidenced in teachers' articulation of how these factors shape their professional self-concept.

Discussion

This study revealed important patterns in how self-efficacy, well-being, and professional identity interact among Vietnamese tertiary EFL teachers. The moderate to high levels of self-efficacy (M = 6.82, SD = 1.14) demonstrated notable resilience among these teachers, particularly given documented challenges in Vietnamese EFL contexts such as large class sizes and limited resources. This resilience manifested differently across experience levels, with more experienced teachers showing significantly higher self-efficacy. However, the qualitative data revealed that this relationship is not purely linear, as some experienced teachers still struggled with institutional demands and work-life balance, suggesting that experience alone does not guarantee high self-efficacy.

The generally positive well-being scores (M = 4.38, SD = 0.76) present an intriguing contrast to typically reported challenges in EFL teaching contexts. This finding aligns with research from other Asian settings where teachers maintained positive psychological states despite professional challenges (Phan & Locke, 2015; Zhao, 2022). The variation in well-being scores across different dimensions (ranging from M = 4.11 for Self-Acceptance to M = 4.65 for Personal Growth) suggests complex interactions between different aspects of psychological functioning, influenced by institutional support systems and professional development opportunities.

A particularly significant finding was the strong reciprocal relationship between self-efficacy and well-being (r = .68, p < .001), which proved stronger than typically reported in Western contexts (where correlations usually range from .35 to .50). This heightened connection may reflect the influence of Confucian heritage culture, where teaching excellence and collective harmony are closely linked. The relationship manifested differently across institutional contexts, with public universities showing stronger correlations (r = .72) compared to private institutions (r = .64) and language centers (r = .61), suggesting that institutional structures and support systems play crucial roles in this relationship.

The significant predictive power of both self-efficacy (β = .48, p < .001) and well-being (β = .39, p < .001) on professional identity formation (R² = .52) extends current understanding of teacher development in Asian contexts. The stronger influence of self-efficacy compared to well-being contrasts with findings from Western settings, potentially reflecting cultural emphases on teaching competence in Vietnamese education. This relationship varied across institutional contexts, with public universities showing the strongest correlation between self-efficacy and professional identity (r = .71), followed by private universities (r = .65) and language centers (r = .58).

The emergence of institutional support, professional development opportunities, and work-life balance as key contextual factors provides insight into the systemic influences on teacher development. Public universities demonstrated the strongest support structures (mean satisfaction score = 4.2/5.0), while language centers reported the lowest institutional support (M = 3.4). Professional development programs incorporating both pedagogical skills and cultural considerations showed higher effectiveness ratings (M = 4.4/5.0) compared to skills-only programs (M = 3.7/5.0), suggesting the importance of culturally responsive approaches to teacher development.

Limitations

Several limitations should be considered when interpreting these findings. First, the cross-sectional nature of the study limits causal inferences about the relationships between variables. Second, the reliance on self-report measures may be influenced by social desirability bias, particularly within Vietnamese cultural contexts where maintaining harmony is valued. Third, while the sample size was adequate for statistical analyses, the relatively small number of participants from language centers (n = 30) may limit the generalizability of findings for this institutional context. Fourth, the study’s focus on tertiary institutions in urban areas may not capture the experiences of EFL teachers in other educational settings or rural locations.

Directions for Future Research

Future research should address these limitations and explore several promising directions. Longitudinal studies could better capture the dynamic nature of self-efficacy, well-being, and professional identity development over time. Mixed-methods studies incorporating classroom observations and student outcomes could provide more objective measures of teaching effectiveness and its relationship to teacher development. Comparative studies with other Southeast Asian countries could illuminate cultural specificities in teacher development patterns. Additionally, intervention studies testing different approaches to supporting teacher development could help establish causal relationships and identify effective support strategies.

Implications for Practice and Policy

These findings have several robust implications for educational practice and policy. First, teacher education programs should adopt integrated approaches that simultaneously address professional competence and psychological well-being. This recommendation stems directly from the strong correlation found between self-efficacy and well-being (r = .68, p < .001), and the consistent finding from interviews of their interconnected nature. Such programs should incorporate well-being modules into professional development activities, establish mentor networks that provide both pedagogical and emotional support, create regular opportunities for collaborative reflection and peer support, and implement structured feedback systems that consider both teaching effectiveness and teacher well-being.

Second, institutions should develop comprehensive support systems to enhance teacher development. This recommendation is grounded in the finding that institutional support significantly related both self-efficacy (β = .48) and professional identity development, with 10 out of 12 interviewed teachers emphasizing its impact. These systems should provide structured mentoring programs, particularly for early-career teachers, while offering regular professional development opportunities that combine pedagogical skills with cultural considerations. Institutions should also create flexible work arrangements that support work-life balance and establish clear career progression pathways that recognize both teaching excellence and professional growth.

Third, policy makers should consider developing national standards for EFL teacher support that address both professional and personal development. Indeed, the quantitative analysis revealed significant variation in well-being scores across institution types (M = 4.11 to M = 4.65), indicating systemic inequities in teacher support. This includes allocating resources for institutional support systems and professional development programs, creating policies that promote healthy work-life balance in educational institutions, and establishing cross-institutional networks for teacher support and professional development.

Fourth, teacher preparation programs should incorporate an explicit focus on developing both teaching competence and psychological resilience. This need is evidenced by early-career teachers showing significantly lower self-efficacy scores (M = 5.95, SD = 1.08) compared to experienced teachers (M = 7.42, SD = 0.89). These programs should provide practical strategies for maintaining well-being in challenging teaching contexts, incorporate cultural considerations in teacher development approaches, and prepare teachers for the specific challenges of different institutional contexts (Mercer et al., 2016). The integration of these elements into teacher preparation can help ensure that new teachers enter the profession with both the professional skills and personal resources needed for success.

Conclusion

This study demonstrates the complex interplay between self-efficacy, well-being, and professional identity among Vietnamese tertiary EFL teachers, highlighting the importance of considering both individual and institutional factors in teacher development. The findings suggest that effective teacher support requires integrated approaches that address professional competence, psychological well-being, and cultural contexts simultaneously. As English language education continues to expand globally, understanding and supporting teacher development in culturally specific ways becomes increasingly crucial for educational effectiveness and sustainability.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Nguyen Huu Hoang

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