This doctoral thesis investigates the civic identity development of Politics and Society teachers in Ireland, exploring how these educators perceive and enact their roles as civic actors. Situated within the interpretivist paradigm, this research employs phenomenological analysis and the Listening Guide method to delve into the complex interplay between teachers’ professional roles and their personal beliefs about citizenship and civic engagement. The study addresses a significant gap in the literature by providing a nuanced understanding of teacher civic identity, particularly within the Irish educational context. Eighteen second level teachers from a variety of school types were interviewed. Some have been teaching Politics and Society since it was first introduced in 2016 while others only have one year's teaching experience in the area. Through in-depth interviews with Politics and Society teachers, the research identifies and analyses four key voices in the teachers’ narratives: foundational, pedagogical, vulnerable, and reflective voices. These voices reveal the multifaceted nature of civic identity, encompassing cognitive, emotional, and embodied dimensions. The findings highlight the diverse ways teachers conceptualise and enact their civic roles, influenced by their personal backgrounds, professional contexts, and interactions with students. The study underscores the importance of supporting teachers in their civic identity development through targeted professional development and reflective practice. This thesis contributes to the field of civic education by introducing the Ériu VOICE Model, an innovative framework for analysing civic identity through the Listening Guide method. It offers valuable insights for policymakers, educators, and researchers, emphasising the need for comprehensive support systems to foster teachers’ civic engagement and efficacy. The research calls for continued exploration of teacher civic identity using longitudinal studies, a mixed methods approach, and collaborative inquiry to enhance our understanding and support of educators in their crucial role as civic educators.