The professional identity of newly-recruited teachers with a specific orientation is a core issue in the construction of grassroots education teacher teams, and it holds crucial significance for both the professional development of new teachers and the improvement of grassroots education quality. A survey conducted among 311 newly-recruited teachers with a specific orientation reveals that there is a positive correlation between their sense of place, teacher professional identity, professional adaptability, and professional self-efficacy. Professional adaptability and professional self-efficacy play a partial mediating role in the process of sense of place influencing the professional identity of newly-recruited teachers with a specific orientation. Furthermore, within the influence of sense of place on the professional identity of newly-recruited teachers with a specific orientation, there exists a complete chain mediation effect between professional adaptability and professional self-efficacy. To enhance the professional identity of newly-recruited teachers with a specific orientation, concerted efforts from multiple parties are required: education management departments and schools should focus on strengthening the sense of place of newly-recruited teachers with a specific orientation, helping them integrate better into their teaching environment; meanwhile, systematic training and other methods should be employed to enhance the professional adaptability of new teachers and provide more professional support to enhance their professional self-efficacy, thereby promoting the formation and consolidation of their professional identity. This study not only clarifies the internal mechanism by which sense of place affects the professional identity of newly-recruited teachers with a specific orientation, but also provides theoretical support and practical guidance for enhancing their professional identity and stability, thereby facilitating their professional development.