Integrating Chinese language into the national education system of Thailand is an important way to enhance Chinese language education as well as China’s international communication. Public schools in Thailand have gradually become the main way for teaching Chinese language，and it is important to study the current situation of the professional identity of overseas Chinese language teachers as civil servant. In the research，grounded theoretical methods was used to conduct in-depth interviews with 11 teachers in Hatyai which is an important city of south Thailand，and a conceptual model of professional identity of Chinese language teachers was built from the interview data. The concept categories and their logical relations are obtained according to the coding and decoding at all levels，specifically covering 10 core categories，35 categories and 127 initial concepts. From the main category relationship structure，it can be seen that social and family support，the teachers’ own professional development and a good working environment （salary） have a direct impact on the professional identity of Chinese language teachers as civil servant in Thailand. Among the many influencing factors，compensation and benefits are important material factors and self-fulfillment is an important spiritual factor，with the former is the basic factor and the latter is the supporting factor.