Abstract
Understanding the psychological factors that contribute to teacher identity is crucial for developing effective teacher training and support programs. However, there is a notable lack of research focusing on the context of Chinese English teachers. This study, grounded in Social Cognitive Theory, employed a structural equation model to examine how emotion regulation and resilience predict teacher identity formation among 302 Chinese middle school English teachers. The findings revealed that both emotion regulation and resilience significantly predicted teacher identity, with emotion regulation playing a more crucial role. By emphasizing the significant impact of emotion regulation and resilience, this study offers practical insights for policymakers and educators to enhance teacher retention and optimize professional development programs.
| Original language | English |
|---|---|
| Pages (from-to) | 2876-2887 |
| Number of pages | 12 |
| Journal | Psychology in the Schools |
| Volume | 62 |
| Issue number | 9 |
| DOIs | |
| State | Published - Sep 2025 |
Keywords
- Chinese middle school English Teachers
- emotion regulation
- resilience
- teacher identity
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