The number of teachers in international schools is constantly increasing, especially in the Middle East where the international school sector is expanding rapidly. However, the complexities of foreign teachers' professional identity development in international schools have not been fully explored. Through a non-experimental, ex-post facto design, this study addresses the issue of teacher professional identity of foreign male and female educators in international schools in the Middle East in relation to induction. I analyzed data from a survey to assess whether length of induction impacts foreign teachers' professional identity development. Furthermore, analyses were conducted to identify whether there are significant differences between male and female foreign teachers in the development of their professional identities. Data was collected from 127 foreign teachers in the Middle East, particularly from Kuwait, Qatar, and United Arab Emirates. Professional identity was examined from the perspective of five constructs: self-presentation, self-image, self-esteem, self-categorization, and self-concept. Findings reveal that length of induction does not have a significant bearing on teachers' professional identity development in international schools in the Middle East. However, the study was conducted during the COVID-19 pandemic, and the process of induction was not conducted it its traditional form, as aspects of the teaching and learning process took precedent during the current context. As a result, the most indicated length of induction was 0-3 days with many participants indicating that their experiences of induction have been mainly virtual. Further findings reveal significant differences between males and females in their ratings of the various components of professional identity. The Multiple Regression Analysis (MRA) indicated that sex accounts for a small percentage of the variances. Therefore, other factors may explain the significance found in this study. Further investigation into the specific cultural nuances of Middle Eastern international schools and their impact on male and female foreign teachers is recommended. Overall, the results in this study underscore that induction represents a key element in foreign teachers' accommodation to the international school environment, and school administration should further develop their induction processes ensuring that sufficient time, resources, and efforts are invested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]