Abstract
The chapter uses Weinreich's (2003) Identity Structure Analysis (ISA) to explicate the nature of the teacher identity in crisis. It explores how through a combination approach, ISA and mentoring can help develop and enhance professional identity by providing insights into issues, conflicts and concerns that trainee teachers can work through with the help of a mentor. The chapter builds on previous work that considered how the combined approach can help trainee teachers develop their professional identity during their training. In its consideration of a combined ISA and mentoring approach to identity crisis, the chapter also explores the psychology of stress and how knowledge of professional identity can be applied to mediate the negative effects of high stress in the workplace. This is also discussed in terms of professional development programmes and mentoring schemes which aim to increase the retention of qualified teachers, currently experiencing a crisis within the United Kingdom, suggesting that the use of ISA can provide more structure and impact.