Exploring the Development of EFL Teachers' Resilience in China: A Bioecological Theory Perspective

Abstract

Against the backdrop of intense exam pressure and English curriculum reforms, EFL teachers face persistent occupational strains, yet existing research lacks sufficient insights into the dynamic formation mechanism of teacher resilience. Grounded in the bioecological theory, this study adopted semi‐structured interviews with five senior high EFL teachers to unpack the development of teacher resilience. Findings identify four core dimensions of EFL teachers' resilience amid occupational challenges, namely professional, emotional, social, and cultural resilience. Furthermore, proximal processes, personal characteristics, multi‐layered ecological contexts, and chronosystem interact synergistically to shape EFL teachers' resilience through reciprocal person‐environment transactions. This study expands the theoretical perspective for language teacher resilience research and offers practical implications to facilitate teachers' sustainable professional adaptation and wellbeing.