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'I Survived the First Year!': Teacher Resilience of Chinese Novice Mathematics Teachers

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Title: 'I Survived the First Year!': Teacher Resilience of Chinese Novice Mathematics Teachers
Language: English
Authors: Xin Tang (ORCID 0009-0005-5995-0013)
Source: European Journal of Education. 2025 60(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Foreign Countries, Mathematics Teachers, Beginning Teachers, Resilience (Psychology), Faculty Development, Professional Continuing Education, Teaching Load, Teacher Burnout
Geographic Terms: China
DOI: 10.1111/ejed.70300
ISSN: 0141-8211
1465-3435
Abstract: Teacher resilience exerts a significant influence on the professional development of teachers in their early career stages. Especially for novice mathematics teachers, the development of their resilience directly impacts their job satisfaction, sense of well-being and other aspects. Nevertheless, existing research has rarely delved into teacher resilience from the perspective of specific subject backgrounds. The aim of this study is to explore how Chinese novice mathematics teachers' resilience developed. Utilising semi-structured interviews, the study collected interview texts from 18 Chinese novice mathematics teachers. The data were analysed through an inductive thematic analysis approach, ultimately yielding seven themes. This research offers valuable insights and recommendations for fostering resilience among novice mathematics teachers. Addressing the double discontinuity effectively through continuous professional teacher training and consciously utilising the noticing skill to escape from heavy workloads can help reduce job burnout.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490493
Database: ERIC
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  Data: 'I Survived the First Year!': Teacher Resilience of Chinese Novice Mathematics Teachers
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  Data: <searchLink fieldCode="AR" term="%22Xin+Tang%22">Xin Tang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-5995-0013">0009-0005-5995-0013</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Continuing+Education%22">Professional Continuing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Load%22">Teaching Load</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Burnout%22">Teacher Burnout</searchLink>
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  Data: 10.1111/ejed.70300
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  Data: Teacher resilience exerts a significant influence on the professional development of teachers in their early career stages. Especially for novice mathematics teachers, the development of their resilience directly impacts their job satisfaction, sense of well-being and other aspects. Nevertheless, existing research has rarely delved into teacher resilience from the perspective of specific subject backgrounds. The aim of this study is to explore how Chinese novice mathematics teachers' resilience developed. Utilising semi-structured interviews, the study collected interview texts from 18 Chinese novice mathematics teachers. The data were analysed through an inductive thematic analysis approach, ultimately yielding seven themes. This research offers valuable insights and recommendations for fostering resilience among novice mathematics teachers. Addressing the double discontinuity effectively through continuous professional teacher training and consciously utilising the noticing skill to escape from heavy workloads can help reduce job burnout.
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      – SubjectFull: Beginning Teachers
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      – SubjectFull: China
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