This study explores the intricate interplay between teacher identity and parental role identity within a Chinese community language school in Scotland, framed by the Dynamic Systems Model of Role Identity (DSMRI, Kaplan & Garner, 2017). Teacher identity, a multifaceted and dynamic construct, remains underexplored in the context of community language schools (Nordstrom, 2020). Addressing this gap, the study investigates how intersecting identities—as parents, teachers, and community members—shape professional roles, emphasizing that identity development is emergent, non-linear, and deeply context-sensitive (Hong et al., 2024; Kaplan & Garner, 2017).

Using purposive sampling, 15 Mandarin teachers, all of whom were also parents, were recruited for the study. Semi-structured interviews captured participants’ beliefs, goals, and experiences within the school. The data were analyzed using an inductive-deductive qualitative content analysis approach (Garner & Kaplan, 2018) and the DSMRI coding manual (Kaplan & Garner, 2022). The analysis revealed dynamic processes in identity formation, emphasizing how participants’ current roles as parents and teachers are deeply connected to past experiences and imagined future identities (Pennington & Richards, 2016). Reflection on student and parental experiences allowed participants to reinterpret their teacher identities through social interactions and institutional contexts (Sachs, 2005).

Findings highlight the alignment between parental and teacher identities in terms of beliefs, goals, and action possibilities. Participants recognized the benefits of children attending Chinese language schools, which strengthened their professional identity development. However, conflicts emerged when parental goals, such as prioritizing conversational proficiency, contrasted with teachers’ goals of promoting comprehensive language skill development. Teacher identity formation was further shaped by factors including past experiences, language proficiency, teacher education, and social interactions (Richards, 2023).

Contextual factors, such as the inclusivity of Scottish society, provided a supportive environment for community language schools. However, limited governmental policy support perpetuated marginalization, negatively impacting teachers’ professional legitimacy (Hancock & Hancock, 2024). The diversity in participants’ self-perceptions—whether identifying as teachers, non-teachers, or being uncertain—underscored the complexity of teacher identity (Beijaard et al., 2004). The findings also revealed the pivotal role of community language schools as Communities of Practice (CoP) (Wenger, 1998), where school leadership and community functions significantly influenced teacher identity development. Challenges such as limited peer interaction and cross-grade teaching were noted as complicating factors.

This research contributes to the discourse on teacher identity by illustrating the interplay between personal, professional, and contextual dimensions (Flum & Kaplan, 2012). It emphasizes the need for institutional support to foster professional development and identity construction, aligning with Nordstrom’s (2020) call for recognizing community language schools’ educational contributions. Teachers, as individuals with multifaceted identities and practical needs (Nias, 1987; Kanno & Stuart, 2011), fulfill both parental and professional aspirations, offering insights into teacher recruitment and retention strategies for community and mainstream education (UNESCO, 2024).

In conclusion, this study sheds light on the nuanced relationship between parental and teacher identities in community language schools, advocating for further research across diverse cultural and institutional contexts. By emphasizing the dynamic, contextualized nature of teacher identity formation, the study contributes to broader discussions on the sustainability and effectiveness of community language schools

This qualitative study employed purposive sampling to recruit 15 Mandarin teachers from a Chinese community language school in Scotland. All participants were also parents, reflecting the dual roles central to the research inquiry. The primary data collection method was semi-structured interviews, designed to explore participants’ beliefs, goals, self-perceptions, and experiences related to their dual identities as parents and teachers. The interview questions were informed by the DSMRI framework (Kaplan & Garner, 2017), focusing on the alignment and conflict between parental and teacher roles in terms of beliefs, goals, and action possibilities. The interviews were conducted in participants’ preferred languages (Mandarin or English) to ensure comfort and depth in responses. Each interview lasted approximately 60 minutes and was audio-recorded with participants’ consent. The recordings were transcribed verbatim and translated into English where necessary. To analyze the data, the study adopted an inductive-deductive qualitative content analysis approach (Garner & Kaplan, 2018), which allowed for iterative coding and thematic analysis. The DSMRI coding manual (Kaplan & Garner, 2022) provided a structured framework for identifying key themes related to identity formation and role interplay. The analysis focused on four dimensions of role identity: beliefs, goals, self-perceptions, and action possibilities. These dimensions were examined to uncover patterns in how participants negotiated their identities within the school’s social and institutional contexts. Data were further triangulated through member checking, where participants reviewed and validated preliminary findings. This process enhanced the reliability and trustworthiness of the study. Ethical considerations were rigorously upheld throughout the research process. Participants provided informed consent, and confidentiality was maintained by anonymizing all data. Ethical approval was obtained from the relevant institutional review board prior to data collection.

This study concludes that teacher identity in community language schools is a dynamic and multifaceted construct shaped by the interplay of personal, professional, and contextual factors. Participants’ dual roles as parents and teachers significantly influenced their professional identity development, with alignment in beliefs and goals fostering growth, while conflicts in expectations posed challenges. The DSMRI framework provided a valuable lens to understand how past experiences, present roles, and future aspirations interact in identity formation. Findings underscore the critical role of community language schools as Communities of Practice, where shared values, school leadership, and peer interactions contribute to identity development. However, structural challenges, such as limited peer collaboration opportunities and cross-grade teaching responsibilities, hinder the construction of cohesive professional identities. The marginalization of community language schools due to insufficient policy support further complicates teachers’ professional legitimacy and career progression. Practical implications include the need for robust institutional support to address these challenges. Recommendations include creating professional development programs tailored to community language school teachers, advocating for policy recognition of their contributions, and fostering collaboration between community and mainstream schools. These measures can enhance teacher recruitment, retention, and professional satisfaction while ensuring the sustainability of community language schools. This study highlights the importance of acknowledging teachers as individuals with intersecting identities and practical needs. By addressing these complexities, educational institutions can better support the development of teacher identity, ultimately contributing to the broader goals of multilingual and multicultural education. Further research should explore these dynamics in other cultural and institutional contexts to build a more comprehensive understanding of teacher identity in diverse educational settings.

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