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Research in higher education had concentrated on several areas, including the values and collective identities of academic faculty, their role in higher education governance, faculty norms and socialization processes, and the impact of change in higher education on academic positions. While many researchers advocated the research methodology that should be used in such investigations, few questions how academics come to possess the constructs and ideas that inform their professional identity. Discipline-based cultures would be the primary source of faculty members' identity and expertise. They included assumptions about what should be known and how tasks should be performed, standards for effective performance, a sense of belonging, professional interaction, and social and political status. The purpose of this study was to explore the significant difference in teachers' professional identity among different demographic variable groups in private colleges of Southwest regions, to examine the influencing mechanism of the professional identity of the private college in Southwest region and put forward feasible suggestions to improve private college teachers' professional identity in the Southwest region. Four hundred and ninety-eight completed questionnaires of Southwest private college teachers were collected through the online WeChat platform by random sampling in August 2022. The results showed that all influencing factors of professional value, role value, and professional belonging impacted teachers' professional identity. Further suggestions were made to enhance job satisfaction and cultural environment for improving teachers' job retention in private colleges.