Mentor identity has received limited scholarly attention, as research in higher education has mostly focused on doctoral students rather than their supervisors. This autoethnography examined how doctoral mentors in Iran reconstruct researcher identity through mentoring relationships and how these processes relate to job satisfaction (JS). Using theoretical frameworks such as figured worlds, Socratic dialogue, and motivator-hygiene theory, five doctoral mentors engaged in reflexive dyadic interviews to examine whether and how mentoring leads to their professional growth, particularly the reconstruction of their researcher identity and job satisfaction. The inductive content analysis of the transcribed interviews revealed two primary themes: (1) intrinsic factors significantly shaping doctoral mentors’ reconstruction of their researcher identity, including a belief in the social constructivist approach, interaction with a diverse range of students who have different expectations, and a sense of responsibility in mentoring relationships that fosters deep engagement; and (2) aspects that facilitate this reconstruction and enhance job satisfaction, such as a flexible mindset, being open to new ideas, strong motivation resulting in enhanced job satisfaction, which subsequently leads to improved job performance, as well as participation in research that primarily benefits themselves. The findings suggest that mentoring works not only as a supervisory practice but as a reciprocal venue for identity reconstruction and as an intrinsic motivator. Consequently, supervisors as mentors can also (re)construct their researcher identity, mutually benefiting along the way. Implications are discussed to strengthen mentoring programs and the role of doctoral supervisors in pursuing professional growth and satisfaction in their academic careers.