Abstract: As a key actor in the quality assurance system of basic education, the role identity of head teachers in primary and secondary schools has attracted increasing scholarly attention. Drawing on data from 4, 008 questionnaire responses and 223 interview cases, this study systematically examines head teachers' role identity, motivations for taking up the position, and intentions to remain in the role. The findings indicate that head teachers are confronted with multiple challenges, including blurred role boundaries, negative emotional experiences, stigmatization in public discourse, imbalances in institutional support, and the weakening of intrinsic motivation. Based on these findings, and in order to enhance head teachers' role identity and enable "mission-driven motivation" to become a sustainable internal source of professional development, it is imperative to clarify role boundaries and construct a professional ecology with clearly defined responsibilities; improve supportive institutional systems to create a humane and caring working environment; purify the online public discourse environment and guide the public toward a more rational understanding of the head teacher role; leverage exemplary role models to evoke resonance in role identity through tangible and relatable exemplars; and enhance team cohesion so as to foster a stronger sense of belonging among head teachers through collective identification.