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The proposed cross-national qualitative research examines how teachers develop and negotiate their professional identity in reaction to the increasing adoption of Generative Artificial Intelligence (GenAI) into the teaching process. It also examines how the adoption or opposition to GenAI is indicative of the changing beliefs, values, and self-perceptions of teachers during the digital age. The participants were thirty Indian, Libyan, Nigerian, Jordanian, South African, Iranian, and Armenian educators who were interviewed in asynchronous and text-based emails to get reflective and narrative answers. The study used the method of cross-contextual patterns to identify the cross-contextual patterns using Braun and Clarke's thematic analysis, using a semi-structured interview guide based on the teacher identity theory and the activity theory. Results showed that GenAI is not only a technological invention but a cultural and ethical mediator that redefines the identity of the teacher, the power and the purpose of pedagogy. Teachers repositioned themselves as contemplative mentors and moral advisors and mediated the conflicts between technological efficacy and ethical accountability. The study has concluded that to remain a teacher in the GenAI era, one must engage in constant reflexivity, ethical literacy, and pedagogical adaptation to the context.