This paper proposes a research model that explores and tests a mediated moderation model of teacher educator's professional identity (TEPI). The model assesses the link between (a) triggering factor (leadership support, professional socialisation, training & development) and TEPI; (b) psychological arousals (role clarity and transformative learning) and TEPI; and (c) institutional support as a moderator of the effect of aforesaid psychological arousals on TEPI. We used cross-sectional data to gauge these relationships via data obtained from teachers' educators from higher education institutes in Pakistan. Most of the hypothesised associations are supported, and the model we proposed is viable. Leadership support, professional socialisation, and training and development of teacher educators ignite the development process of teacher educators, whereas role clarity and transformative learning positively moderate the aforementioned relationship. However, this study could not find a constructive role of institutional support in the role clarity--TEPI and transformative learning--TEPI nexuses.