Kelly Herrera-Espinoza ¹ Fabianna Gonzales-Saavedra ² Nathalí Pantigoso-Leython ^3* Weslyn Valverde-Alva ⁴ Félix Colina-Ysea ^5,6 Mirelly Chavez-Ojeda ⁷ Maria Diaz-Cornejo ⁸ Richard Cruz-Gonzales ⁹ Sindili Varas-Rivera ¹⁰ Elvis Terrones-Rodríguez ¹⁰

• ¹ Postgraduate School, Cesar Vallejo University, Chimbote, Peru
• ² Postgraduate School, National University of Education Enrique Guzmán y Valle, Lima, Peru
• ³ Academic Department of Management and International Business, Cesar Vallejo University, Chimbote, Peru
• ⁴ Academic Department of Education and Culture, National University of Santa, Chimbote, Peru
• ⁵ Humanities Department, Technological University of Peru, Lima, Peru
• ⁶ Academic Department Business, Scientific University of the South, Villa EL Salvador, Peru
• ⁷ Postgraduate School, National University of Santa, Chimbote, Peru
• ⁸ Postgraduate School, Saint Ignatius of Loyola University, Lima, Peru
• ⁹ Academic Department of Nursing, Cesar Vallejo University, Chimbote, Peru
• ¹⁰ Postgraduate School, Cesar Vallejo University, Trujillo, Peru

Understanding teachers' professional identity from a systemic viewpoint implies approaching the study from multifactorial elements. The research sought to determine the factors that explain teachers' professional identity in public educational institutions in Metropolitan Lima, Peru, following a quantitative approach, with a non-experimental, explanatory, and cross-sectional design. In this sense, the population was identified by teachers of the public educational institutions of Metropolitan Lima, the sampling was by convenience according to the accessibility of the researchers. The sample was defined by 510 teachers from fifteen public educational institutions in Metropolitan Lima, 334 males and 176 females, aged between 23 and 64 years, from different working conditions, hired and appointed. The results show that the model composed of personal factors (gender, age, family burden and civil status), labor factors (type of contract, length of service, type of educational institution, remuneration and training at the educational institution) and educational factors (level of studies, training center and number of pre-professional practice courses taken) explain the professional teaching identity as integrating elements that effectively contribute to the teaching practice. The influence of teacher training, the work center and individual aspects on the professional identity of the teacher is corroborated.