Teachers' Professional Identity, Professional vitality and creativity are three major factors that appear to affect teachers' Professional life in EFL contexts. The main purpose of this study was to scrutinize the network of associations among these three variables and their respective subscales. Participants of this study were 300 Iranian EFL teachers from secondary school. We used teacher's Professional Identity questionnaire developed by Beijaard, Verloop, and Vermunt (2000), a modified version of Professional vitality; one of the sub-scale of Skovholt Practitioner Professional Resiliency and Self-Care Inventory (2010) and creativity style questionnaire developed by Kumar & Holman (1997), to measure the variables. The results of Structural Equation Modeling (SEM) analysis confirmed the hypothesized model of relationships among the study variables. The final model of the network of associations among variables also revealed significant correlations among various subscales of the study. The findings of this study have various implications for language teachers and psycholinguistic researchers.

Professional Identity is an essential variable in the formation and awareness of Professional ethics. This study aimed to investigate the level of the Professional Identity of independent auditors and its relationship with auditor's objectivity based on social Identity theory. The librarian research method was selected for collecting theoretical foundations, and a questionnaire was used to obtain survey research data. The present study's statistical sample includes 218 auditors working in the audit profession who were selected using a simple random sampling method. Multivariate regression was used to test the hypotheses. The test results of the hypotheses reveal that Professional Identity has a significant and positive relationship with auditor's objectivity. The results of this study show that with increasing the auditor's job rank, objectivity decreases. The evidence eventually emphasizes that in order to develop Professional ethics, the Professional Identity of the audit field must first be formed in society to develop Professional ethics. It is possible through the development of Professional communities and competition among audit firms.

The problem of personal Identity among others may stem from the following question—what does be the person that you are, from one day to the next, necessarily consist of? The diachronic problem of personal Identity raises question on the necessary and sufficient conditions for the Identity of the person over time. The synchronic problem is grounded in the question of what features or traits characterize a given person at one time. To answer these questions, John Locke discarded the soul and the body as necessary and sufficient substances for personal Identity over time. He accepted consciousness as the only criterion for personal Identity; the only thing capable of remaining the same and preserving personal Identity through change. Though Locke’s argument is somewhat clear and coherent but what remains vague and incoherent is embedded in the question—what exactly is consciousness? How and why should it be the basis or criterion for the determination of personal Identity? Using the method of critical analysis, I argue that Locke’s choice of consciousness as the determinant of personal Identity, though quite novel, is incoherent and vague. Secondly, Locke had already presumed and anticipated clearly though fallaciously the very thing he wishes to substantiate. I therefore conclude that Locke’s argument is just another way of trying to escape but inadvertently prolonging the difficulty of apparently articulating a distinction between the psychological approach and physiological approach to the problem of personal Identity. However, in my submission, I propose the concept of the “other” as alternative approach— a sort of an extrinsic-intrinsic approach to the problem of personal Identity.

The purpose of this study was to investigate the relationship among Iranian EFL university lecturers’ Professional and institutional Identity, and their teaching efficacy. To this end, 100 EFL university lecturers from different branches of Islamic Azad Universities, including Kermanshah, Isfahan and Hamedan, took part in the study by completing the Professional Identity Questionnaire, the Institutional Identity Questionnaire, and the Teachers’ Efficacy Scale. The sampling strategy for selection of the participants of this study was convenience sampling. To answer the research questions, Pearson product-moment correlation and Multiple-regression analyses were run. The results showed that there exists a statistically significant positive relationship between EFL university lecturers' a) Professional Identity and teaching efficacy, and b) institutional Identity and teaching efficacy.

Teachers are the main elements of a curriculum and education system. Success and failure of an education system depends on its teachers. If they have a coherent and well-formed Professional Identity, they will lead to the success of the system. Professional Identity, like other aspects of Identity, is affected by various factors. Studying this Identity depends on the identification of such factors. Therefore, the present study is an attempt to examine these factors. This article is a systematic review study. After searching different databases, 81 articles were found. Having read the abstracts of the articles, the researchers selected 44 articles for systematic review. Various factors affecting teachers’ Professional Identity were identified through the review. These factors were classified into five categories including: 1. Background factors 2. Personal factors 3. Cultural-social factors 4. Professional factors and 5. Political-economic factors. From among these categories, personal factors were more prominent than others and had a greater role in changing and developing Professional Identity.