["European Journal of Education, Volume 61, Issue 3, September 2026. ", "\nABSTRACT\nTraditional research on teacher identity has predominantly focused on formal education contexts, with little attention paid to those who leave or supplement their roles as private tutoring entrepreneurs. Drawing on Weick's sensemaking theory, this study examines how mainstream teachers in China navigate this career shift, addressing gaps in both identity development research and shadow education literature. Through a longitudinal qualitative study of 12 cases, we found that participants' identity development experienced four distinctive stages, driven by cycles of sensemaking across multiple social contexts. Our findings reveal how teachers interpret roles, reconcile conflicts, and construct entrepreneurial identities amid evolving policy and market landscapes. The discussion focuses on how sensemaking processes and assembly rules contribute to the transformation of identity. The study contributes to the sensemaking theory by extending its application to shadow education and offers practical insights for policymakers and educators navigating the privatization of tutoring.\n"]