Abstract: This study explores how educational leadership training influences the reframing of teacher professional identity among international master’s students enrolled in the Educational Management and Policy program at Northeast Normal University (NENU). Adopting a qualitative case study design, data were collected from ten participants with prior teaching experience through semi-structured interviews and analyzed using thematic analysis. The findings reveal that participants initially perceived their professional identities as fixed and primarily centered on classroom teaching. However, exposure to leadership training, policy-oriented coursework, and collaborative learning environments contributed to a significant transformation in how they viewed their roles. Participants developed more dynamic and multifaceted identities, recognizing themselves not only as teachers but also as leaders and potential contributors to educational change. Furthermore, the study shows that participants intend to integrate leadership knowledge into their professional practices in diverse ways, including combining teaching with leadership roles or transitioning into leadership positions. The study highlights the importance of leadership training in shaping teacher identity and supporting educational transformation.
Keywords: Teacher professional identity; Educational leadership; International students; Identity transformation; Northeast Normal University (NENU).
Title: Reframing Teacher Professional Identity Through Educational Leadership Training: International Students at NENU, China
Author: Mr. Pascal NDAYISABA, Mr. Ignace HABAKWIZERA, Mr. Theoneste NKURUNZIZA, Mr. Jean HABONIMANA
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 2, April 2026 - June 2026
Page No: 199-206
Research Publish Journals
Website: www.researchpublish.com
Published Date: 20-May-2026
