Professional identity is a multifaceted and evolving concept that has been interpreted in various ways over time. In the context of education, teachers' self-efficacy is seen as a key factor that can influence the development of their professional identity. The current study aimed to explore two main objectives among novice Arab teachers in Israel: (a) to examine the relationships between components of self-efficacy and factors of professional identity; and (b) to analyse the predictive power of self-efficacy components in relation to the factors that form professional identity. The study involved 279 novice teachers who participated in the research by completing three self-report questionnaires: a demographic questionnaire, a self-efficacy scale, and a professional identity questionnaire. The results revealed significant positive correlations between the components of self-efficacy and factors of professional identity. Specifically, higher levels of self-efficacy in teaching tasks, relationships, and organisation were associated with stronger professional identity. Furthermore, regression analysis showed that self-efficacy components significantly predicted professional identity factors, with general self-efficacy emerging as a strong predictor across all models. In conclusion, the study highlights the central role of self-efficacy in shaping novice teachers' professional identity, particularly within the unique cultural context of Arab society in Israel.