<p>The increasing globalization of education has propelled teachers’ international mobility, with returnee teachers bringing diverse experiences back to their home institutions. However, limited research has holistically explored how identifying these teachers impacts their professional development within organizational contexts. The aim of this study was to comprehensively investigate how the identification of returnee teachers (IRT) influences key dimensions of career development, work efficiency, and recognition. Additionally, the research sought to untie how organizational factors, particularly management support and cultural adaptation, shape these relationships within the educational context. A quantitative research design was employed, utilizing a sample of 229 returnee teachers. Data was collected through an online questionnaire, incorporating validated scales to measure the IRTs, management support, cultural adaptation, career development, work efficiency, and recognition. The collected data were analyzed using structural equation modeling (SEM) with the AMOS software, allowing for the examination of complex relationships and moderation effects. The findings of the study revealed significant positive relationships between the IRTs and career development, work efficiency, and recognition. Moreover, management support and cultural adaptation were identified as crucial moderating factors, amplifying the positive impact of identifying returnee teachers on these dimensions of professional development. By investigating the moderating effects of management support and cultural adaptation in the link between IRTs and their professional growth, this study provides a novel approach. It contributes to the body of knowledge by providing a thorough awareness of how organizational factors improve the effect of IRTs on career development, job performance, and recognition.</p>