Abstract
This study investigates the relationship between preschool teachers' professional identity and teaching efficacy and selected 452 preschool teachers from central Taiwan as samples. A questionnaire was applied to collect data. This study used descriptive statistics, Pearson's product-moment correlation, and multiple regression analysis to analyze data. The findings of this study are as follows: first, teachers' professional identity is high, and teaching efficacy is good. Second, teachers with different teaching seniority show no significant differences in perceived professional identity, while there is a significant difference in perceived teaching efficacy. Third, teachers perceived professional identity and teaching efficacy as belonging to a medium positive correlation. Fourth, teachers' professional identity can predict their teaching efficacy. The study proposes some suggestions for educational authorities, schools, teachers, and future researchers based on the findings.
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