In order to recruit sufficient special education allied educators for children with mild special education needs in Singapore public schools, the government removed the general education allied educators scheme, and offered its incumbents the opportunity to retrain as Allied Educators (Learning and Behavioural Support). This qualitative research traced the mid-career identity change process of seven allied educators who accepted this offer. Analysis of interviews using Corbin and Strauss’s grounded theory produced 13 themes grouped into five categories. The five propositions derived from these categories showed how participants managed their resistance to professional identity change by recognising the similarities between their current and new roles and identities; and by experiencing the new role under the mentorship of senior Allied Educators (Learning and Behavioural Support). This resistance self-management process resulted in participants’ increased commitment to their new identities. Implications for facilitating professional identity changes amongst educators are discussed. © 2024 National Institute of Education, Nanyang Technological University.
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