The aim of this research is to examine the relationship between organizational prestige and social role identity according to teachers' opinions. The relational screening model, one of the quantitative methods, was used in the study. The sample of the research consists of 526 teachers working in public and private secondary education institutions in the central districts of Izmir Province in Turkey and selected through a stratified sample. The data of the research were collected with Organizational Prestige and Social Role Identity scales. Descriptive analysis was performed on the collected data. Correlation test was used to determine the relationship between organizational Prestige and social role identity. According to the findings of the research, there is a significant difference in the opinions of teachers working in secondary education about organizational prestige according to the variables of the number of students and the type of high school of the school. There is a significant difference in teachers' views on cosmopolitan identity and local identity dimensions of social role identity according to school type and seniority variables. When the correlation relationship between organizational prestige and social role identity is examined, there is a positive weak relationship between organizational prestige and cosmopolitan sub- dimension and local sub-dimension of social role identity. While the level of teachers' views on organizational prestige are increasing, their levels of views on social role identity are also increasing. It has been confirmed because of the research that organizational prestige has a positive effect on social role identity. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 130-151.]