In the context of enhancing the quality of rural preschool education, research and supervision serve as essential intermediaries, bridging local educational administration with on-site practice. The identity recognition and role development of research supervisors directly affect the effectiveness of research support. This study, based on a mixed training program in L County, Yunnan Province, follows 11 rural research supervisors over time, employing qualitative analysis to examine their identity construction patterns and the mechanisms underlying their evolution during the intervention. The theoretical framework draws on the ecology of human development (Bronfenbrenner, 1979) and teacher agency theory (Priestley, Biesta, & Robinson, 2015), emphasizing the dynamic interplay between individual development and broader environmental influences. This study also integrates a global perspective, reflecting international educational reforms, particularly models from Europe, that emphasize the need for localized teacher development and institutional support.

The study introduces a dual-axis, four-quadrant bubble model of “initial recognition—development trajectory” to explore the evolving roles of research supervisors. Four distinct identity construction patterns are identified: the “Steady Development Type,” characterized by an intrinsic sense of responsibility; the “Gradual Improvement Type,” marked by a cognitive shift; the “Enthusiasm Decline Type,” constrained by insufficient support; and the “Identity Transformation Type,” which evolves through practical interaction. The findings suggest that identity construction is not a linear process, but a dynamic, evolving one shaped by embodied practice and the negotiation of meaning within the tension between administrative expectations and professional ideals. When institutional expectations and support conditions are misaligned, supervisors face an “oxygen deprivation” dilemma, which impedes their role development.

Drawing from global perspectives, including European models of educational supervision (Beijaard, Meijer, & Verloop, 2004; York-Barr & Duke, 2004), this study emphasizes the importance of providing ongoing institutional support, reinforced scaffolding, and fostering collaborative research communities. It highlights that, globally, sustainable educational reform relies on robust, context-specific support structures that enable educators to navigate the complex interaction of administrative duties and professional growth. The study suggests that, particularly in rural and resource-constrained settings, a supportive ecosystem is crucial for fostering the continuous professional development of research supervisors. This model aligns with international approaches to teacher leadership, where empowerment and community-building are central to the success of educational reforms (Wenger, 1998; York-Barr & Duke, 2004).

The research also contributes to the growing body of literature on teacher agency, especially in rural areas, by examining how supervisors develop professional agency and identity through localized training interventions. By focusing on the specific challenges faced by supervisors in rural areas, the study offers insights into how mixed training programs can be designed to address the unique needs of teachers in resource-limited settings. The findings suggest that context-specific, sustainable support mechanisms, such as tailored professional development programs and strong community ties, are vital for ensuring the long-term success of educational reforms globally.

The study adopts a qualitative research approach, combining case study and longitudinal tracking methods to explore the identity construction of 11 rural research supervisors in the context of a mixed training program. A key aspect of this research is the continuous, in-depth tracking of participants over a period of time, enabling a deeper understanding of their role evolution. The data collection process includes semi-structured interviews conducted at both the mid-point and conclusion of the project, focusing on the supervisors’ role recognition, professional experiences, and growth trajectories. These interviews explore four core areas: motivation and expectations for participation, role perception and practice, professional development and transformation, and critical incidents and reflections. Additionally, the study incorporates the collection of reflective logs, field notes, and project documents, such as training feedback and guidance forms, which provide further insights into the supervisors’ evolving professional practices. These materials are analyzed to triangulate findings, ensuring the reliability and validity of the research outcomes. Thematic analysis is applied to identify common patterns, differences, and evolving processes within the supervisors’ role development. This analytical approach is supplemented by cross-case comparisons, allowing for a more nuanced understanding of how the training program and contextual factors influence the supervisors’ identity construction and professional agency. The study thus offers a comprehensive, multi-method approach to examining the dynamic role transformation of rural research supervisors.

This study anticipates that rural education supervisors’ identities will evolve in a dynamic and non-linear manner through continuous professional development and contextual interaction. It is expected that the mixed training model will play a pivotal role in facilitating this transformation, enabling supervisors to shift from administrative task-oriented roles to professional growth supporters. The study will explore how supervisors’ evolving identities, shaped by both the administrative demands and the local educational context, influence their ability to lead and support educational improvement at the grassroots level. The research will highlight the impact of ongoing training interventions, particularly how they foster greater professional agency and autonomy among supervisors. Furthermore, it will emphasize the importance of local context adaptation, showing that when supervisors receive tailored support and have opportunities for collaborative learning, they are better equipped to support teachers and facilitate lasting improvements in the quality of rural education. By addressing the challenges faced by supervisors in rural areas, this study aims to offer valuable insights into the mechanisms of effective role transformation and professional development in similar contexts globally.

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