This study investigated and analyzed the primary and secondary school teachers’ subjective perceptions of salary income, school environment, colleague relationships, family support, and teachers’ social status on their professional identity. Among them, perceived salary income, perceived humanistic environment of the school, perceived colleague relationships, perceived family support, and perceived current social status of teachers have a significant impact on professional identity. Regression analysis shows that each subjective factor variable can explain 37.1% of the variation in professional identity. Therefore, measures such as improving the social status and treatment of teachers, creating a positive working and humanistic environment, strengthening home school cooperation and community support can help enhance teachers’ professional identity and work enthusiasm.