This study investigated Vietnamese EFL teachers’ self-reported self-efficacy in engaging students after their involvement in a professional development training course. Using data from a delayed post-course evaluation questionnaire and semi-structured interviews, the study identified levels of teachers’ self-efficacy related to students’ engagement in learning English. The study examined specific aspects of self-efficacy, including classroom management, teaching methods, activity organization, external communication, and practical engagement strategies. Comparison among groups based on four demographic differences was also performed. It was found that post-training teachers’ levels of self-efficacy, particularly in engaging students’ learning, were encouragingly high. No statistically significant differences in self-efficacy were found among the groups, except between primary and secondary school teachers. Those findings suggested valuable implications for teacher trainers regarding the role of their training courses in the development of school teachers’ self-efficacy in classroom engagement.
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