Abstract
INTRODUCTION: Teachers' professional identity has recently become a prominent focus in educational research, as it is closely related to teachers' effectiveness, motivation, and professional performance. Identifying the psychological factors that strengthen teachers' sense of professional identity is therefore critical, particularly in challenging professional contexts. METHODS: This study examined the associations between cognitive control/flexibility and teachers' professional identity in Türkiye, with an emphasis on the sequential and multiple mediating roles of career optimism, career engagement, and career adaptability. The sample consisted of 372 teachers (175 women and 197 men). Data were analyzed using structural equation modeling and serial multiple mediation analysis, with the integrated use of SPSS, AMOS, and JASP software. RESULTS: The findings revealed that career optimism, career adaptability, and career engagement functioned as significant serial and multiple mediators in the relationship between cognitive control/flexibility and professional identity. While cognitive control/flexibility showed limited direct effects, their influence on professional identity was transmitted primarily through career-related psychological resources. In addition, individual characteristics, particularly age, were found to influence these processes. DISCUSSION: The results highlight the importance of fostering career development, motivation, and psychological flexibility in supporting teachers' professional identity. These findings offer practical implications for educational policy and teacher development programs, emphasizing the role of career-related resources in sustaining teachers' professional effectiveness and long-term career engagement.