Abstract
Teacher resilience is a professional capacity and process that involves teachers utilising resources to overcome teaching-related challenges for professional growth. This qualitative study explored the resilience development of twenty teachers in a rural Chinese middle school. Reflexive thematic analysis of interviews, documents, and observation fieldnotes illustrated that teacher resilience development is a long-term, culturally shaped process across career phases. Challenges to resilience development included work-life balance, title promotion, and school management. China's collaborative culture, such as collective teacher learning and family-support networks, protected teachers' resilience. Three paths of teacher resilience development were identified, indicating different response patterns to the challenges.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
