["European Journal of Education, Volume 61, Issue 3, September 2026. ", "\nABSTRACT\nThis study examined the heterogeneity of professional identity among Chinese teachers and estimated the predictive effects of demographic and psychological factors on professional identity profiles based on the self‐determination theory (SDT). Data were collected from 404 teachers in mainland China and analysed using unconditional and conditional latent profile analyses. Three professional identity profiles were identified: engaged teachers, involved teachers and dedicated teachers. The results showed that two demographic covariates (i.e., teaching level of elementary school, teaching experience of 9 years or less) significantly predicted profile membership. Additionally, significant differences were observed among the profiles in terms of teachers' basic psychological needs of competence and relatedness, in line with SDT. This research contributed to a more comprehensive understanding of the mechanism underlying teacher professional identity development and guided effective practices in teacher education.\n"]