The value orientation of our society about respect for teachers has changed, so have the relationships among teachers, parents, and students. The purpose of this qualitative research was to explore how teachers perceived their social status, and how teachers constructed their professional identity and what they thought about the promotion of their social status by interviewing nine teachers from elementary and junior high schools. The findings revealed that teachers perceived their significantly lower social status for the last decade which was caused by the status of national economy, the societal and cultural transformation, media effects, interventions of outside groups, and problems with teachers' quality. Teachers' professional identity in teaching profession and student behavior management might change under the context of teachers' lower social status. Teachers considered themselves as the same status as workers in the service industry. Finally, they did not agree that professional development efforts would change their social status.