Abstract
AbstractWhile teacher resilience, as a multidimensional construct, has been increasingly focused in recent years, there is still a dearth of exploration into the inner structure of resilience with a highlight of characteristics of language teachers. To fill this gap, the current study developed a language teacher resilience scale and assessed it among 3992 Chinese high school English as a foreign language (EFL) teachers. The exploratory and confirmatory factor analyses confirmed the acceptable fit of the 22‐item EFL teacher resilience scale and yielded a four‐factorial structure of EFL teacher resilience involving professional, emotional, social, and cultural dimensions. Cultural dimension is newly developed and mirrors the specific features of language teacher resilience. Based on the findings, implications are provided for future research on language teacher resilience.
Published Version
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