The aim of this study is to interpret the roles and models of teachers, as the most fundamental actors of education, through their own narratives. This research employs a qualitative case study methodology, utilizing semi-structured interviews with a group consisted of eleven master's and doctorate teachers working in Türkiye in the field of Educational Sciences. The teaching profession, which largely determines the fate of a society and the quality of education, makes it necessary to investigate the roles and models of teachers in society. Here, the question arises whether teaching models are solely focused on delivering essential knowledge or if they should be viewed as a profession that plays a crucial role in driving societal change and transformation. The research findings indicate that the education systems and the desired teacher models are shaped according to the preferences and needs of decision makers and those in power within society. Additionally, participating teachers noted that their inability to play an active role in current arrangements, their failure to question the established order, and the inequalities perpetuated by the system have compelled them to adopt the technician teacher model and they acknowledged that the ideal teacher model is the transformative teacher model. Despite these critical approaches, it is evident that transformative teaching has not found substantial practical application in contemporary education systems. It remains inadequate in contributing to societal consistency, progress and development, and it would be inappropriate to generalize the shortcomings in terms of ensuring equal opportunities.