This qualitative research project employs a critical case study approach to examine&nbsp;the effects of change on teachers. It uses the concept of identity to investigate the&nbsp;deeper personal and professional implications of change. Open-ended interviews&nbsp;with eight early childhood teachers provide the data, which are analysed using a&nbsp;three-tiered approach.The first level of analysis utilises a narrative approach, storying the interviews. This&nbsp;summarises the information for the reader and provides background understandings&nbsp;about each of the teachers. The second level of analysis interrogates the data using a&nbsp;grounded theory approach and arrives at three themes of change, power and identity,&nbsp;with their accompanying categories and sub-categories. The third level of analysis&nbsp;expands on the previous analyses and employs a discourse analytic approach using&nbsp;Gee&rsquo;s (1999) framework of 18 analytical questions, in conjunction with the research&nbsp;questions, to develop further understandings from the teachers&rsquo; perceptions of their&nbsp;identities in contexts of change.The key findings relate to the interconnected issues of teacher professionalism, the&nbsp;actions of the education system towards teachers, and the relationship between&nbsp;teachers&rsquo; identity and change. The study has evidenced the ways in which the&nbsp;actions of the educational system shape the value that teachers assign to themselves&nbsp;and their working lives and corrode teachers&rsquo; sense of value to their employer. In&nbsp;contexts of ongoing educational change, teachers experience some degree of personal&nbsp;and professional uncertainty and instability. This puts teachers at risk of eroding the&nbsp;residual goodwill that exists between teachers and the education system. Marked&nbsp;disparities in how issues of professionalism are understood also place teachers in a&nbsp;position of uncertainty and conflict and create the need for self-protective behaviours&nbsp;on their part. In turn, this can diminish teachers&rsquo; commitment to teaching tasks and&nbsp;has direct implications for teacher effectiveness and student learning