Lopera Bedoya, Leslie JulianaJiménez Grajales, GeraldineGuisao Bohorquez, Keren HapucArias Torres, Mariana2024-05-032024-05-032023Universidad Católica Luis Amigóhttp://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2646This co-constructed auto-ethnography analyzes the role of self-efficacy within our teacher identity crisis. We are three female student-teachers of a bachelor degree in English teaching from a private university of Medellín, Colombia. One of us is an in-service teacher who works at a private language center, and the two pre-service teachers developed their practicum at public schools. For our data collection techniques, we first conducted a collaborative witnessing through a semi-structured protocol for identifying our own perceptions about our self-efficacy in regards to our teaching performance. Subsequently, we aimed to gather our experiences about our teacher identity crisis and to establish the relationship between self-efficacy and teaching performance during the period of the crisis by conducting document analysis through three narratives. Lastly, we expected to contrast how the in-service teacher has experienced a teacher identity crisis in comparison to the student-teachers by using an in-depth interview following the semi-structured interview protocol. Our findings reveal that high levels of self-efficacy correspond to a stronger belief in our ability to teach effectively. Conversely, low self-efficacy leads to self-doubt and frustration, negatively affecting our teaching performance. It is also concluded that self-efficacy plays a crucial role for navigating and overcoming identity crisis. We suggest student-teachers of English to focus on emotional intelligence to better manage their teacher identity crisis with greater ease.26 p.application/pdfengSelf-efficacy,Teacher identity crisis,Teaching performance,English teaching,Student-teachers.http://purl.org/coar/access_right/c_16echttp://purl.org/coar/resource_type/c_7a1fhttps://creativecommons.org/licenses/by-nc/4.0/