Exploring Emotional Preparedness of Novice English Teachers Using Grounded Theory in China

Ruyang Li; Hedi  Ye; Yaping Wu; Zhenlong Lei

doi:10.25159/1947-9417/16778

Authors

Ruyang Li Zhejiang College of Security Technology https://orcid.org/0009-0008-2991-294X
Hedi Ye Wenzhou Medical University https://orcid.org/0009-0008-9023-9686
Yaping Wu Shanxi Vocational University of Engineering Science and Technology https://orcid.org/0009-0009-1200-8740
Zhenlong Lei Zhejiang College of Security Technology https://orcid.org/0009-0003-0667-1091

DOI:

https://doi.org/10.25159/1947-9417/16778

Keywords:

emotional preparedness, novice English teachers, grounded theory, psychosocial framework

Abstract

Evolving educational paradigms and cultural expectations present distinct challenges for novice English teachers. This study explores the crucial role of emotional preparedness in novice English teachers, particularly in China, where gaps in understanding and support are evident. Employing a qualitative grounded theory approach, the study identifies key emotional management skills and institutional support factors via in-depth interviews, incorporating a psycho-social framework to explore how emotional regulation and self-awareness are crucial for teacher resilience and effectiveness. The findings underline the importance of personal emotional management skills, such as self-awareness and emotional regulation, alongside institutional support mechanisms, including professional development and peer networks. The research underscores the need for targeted training programmes that enhance personal and organisational support to boost teachers’ emotional resilience. These insights are pivotal for developing interventions that improve novice teachers’ emotional capabilities, promoting a more supportive educational milieu in China.

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Author Biographies

Ruyang Li, Zhejiang College of Security Technology

First author

Hedi Ye, Wenzhou Medical University

Corrsponding author

Zhenlong Lei, Zhejiang College of Security Technology

third author

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