How Parental Role Identity Shapes Teacher Identity: A DSMRI-Based Study in a Chinese Community School in Scotland

This study explores the role of parental identity in shaping teacher identity within a Chinese community language school in Scotland, using the Dynamic Systems Model of Role Identity (DSMRI) framework. Through purposive sampling and semi-structured interviews with Mandarin teachers, the research identifies the dual roles of teachers as parents and educators align in terms of beliefs, goals, and action possibilities further fostering their professional identity development. The findings reveal that teacher identity in community language schools is emergent, non-linear, and highly contextualised, reflecting the dynamic nature of identity formation. Moreover, the development of teacher identity involves the intricate interplay and restructuring of multiple role identities through both intra- and inter-personal processes, which are mediated by socio-cognitive, cultural factors, and individual dispositions within the specific context. For instance, the school functions as both a community and a Community of Practice (CoP), fostering identity formation through shared values, goals, and collaborative actions. Key challenges, such as limited peer interaction and marginalisation within the broader educational landscape, are also discussed.