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.
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