Purpose The COVID-19 pandemic necessitated a pivot towards digital teaching and learning. This study aims to assess the perceptions of self-identity and continuing professional development (CPD) among secondary school English teachers in Hong Kong in light of the academic paradigm shift triggered by the pandemic. Methods A mixed methods approach is adopted. A quantitative survey (n = 1158) was complemented by qualitative thematic analysis of semi-structured interviews with English teachers in Hong Kong (n = 9). The quantitative survey offered group perspectives related to CPD and role perception in the current context. Interviews offered exemplar views on professional identity, training and development, and change and continuity. Results The results reveal that collaboration among educators, development of higher-order critical thinking in students, refining knowledge about teaching methods, and being a good learner and motivator were among the key traits that comprised the teacher identity during the COVID-19 pandemic. The increased workload, time pressure and stress associated with the paradigm shift during the pandemic resulted in lower voluntary involvement of teachers in CPD. However, a significant need for the development of information communications technology (ICT) skills is emphasised as educators in Hong Kong received relatively little ICT support from their schools. Conclusion The results have implications for pedagogy and research. Schools are recommended to enhance technical support of educators and help them acquire more advanced digital skills to work effectively in the new environment. Reduction of the administrative workload and providing more autonomy to teachers is expected to lead to greater engagement in CPD and improvements in teaching.