Ehsan Namaziandost - Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
Tahereh Heydarnejad - Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran
Abdulbaset Saeedian - Department of Foreign Languages, TUMS International College, Tehran University of Medical Sciences, Tehran, Iran

The teacher’s professional identity (TPI) defines their perception of how to behave in their teaching profession, and it may have a significant role in determining their place in educational advancement. Yet, the moderator influence of L۲ Teacher Grit (L۲TG), Critical Thinking (CT), Teacher Resilience (TR), and Teacher Self-efficacy Beliefs (TS-EB) on TPI has not been extensively documented in the literature. To fill this lacuna, this study developed a model to show the interplay between TPI, L۲TG, CT, TR, and TS-EB. The Teacher’s Professional Identity Scale (TPIS), the L۲-teacher Grit Scale (L۲TGS), the Watson–Glaser Critical Thinking Appraisal Form (WGCTAF), the Teacher Resilience Scale (TRS), and the Teacher Sense of Efficacy Scale (TS-ES) were given to ۴۳۷ English as a foreign language (EFL) teachers for the intention of collecting this data. Following the findings of Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM), L۲TG, CT, TR, and TS-EB can enhance TPI among EFL teachers. Finally, the implications and future direction were offered to enthusiastic educators and researchers which may enhance their awareness of the link between TPI, L۲TG, CT, TR, and TS-EB and the way it can generate great results for the educational system.

teacher professional identity, L۲ teacher grit, critical thinking, teacher resilience, teacher self-efficacy beliefs, EFL Teachers