ORIGINAL RESEARCH article

Front. Psychol.

Sec. Educational Psychology

Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1444979

This article is part of the Research TopicExploring the Psychology of Vocational Education: From the Perspective of Literacy Promotion - Volume IIView all 7 articles

Examining EFL Vocational School Teacher Resilience in the Chinese Context: A Structural Equation Modelling Approach

Provisionally accepted
Siyu DuanSiyu Duan1Jianli CuiJianli Cui2*Xiaoxue LiXiaoxue Li3Fangliang WangFangliang Wang4*Miaoyue XiaMiaoyue Xia5*
  • 1Northeast Normal University, Changchun, China
  • 2Changchun Guanghua University, Changchun, Jilin, China
  • 3Soochow University, Suzhou, Jiangsu Province, China
  • 4Wuhan Technical College of Communications, Wuhan, Hubei Province, China
  • 5South China Agricultural University, Guangzhou, Guangdong Province, China

The final, formatted version of the article will be published soon.

Select one of your emails

You have multiple emails registered with Frontiers:

Notify me on publication

Please enter your email address:

If you already have an account, please login

You don't have a Frontiers account ? You can register here

Teacher resilience has recently received significant attention in psychology and general education. However, the research on English as a foreign language (EFL) teacher resilience, particularly among vocational school teachers, has been understudied. There is still a lack of exploration regarding the internal structure of EFL vocational school teacher resilience in the Chinese context. To address this gap, this study employed a structural equation modelling approach to investigate the structure of resilience among EFL vocational school teachers. The EFL Teacher Resilience Scale (Liu et al., 2024) was completed by 265 Chinese EFL vocational school teachers. Confirmatory factor analysis revealed a tri-dimensional structure of EFL vocational school teacher resilience involving professional, emotional and social and cultural dimensions. Additionally, the findings of this research indicated a significantly high level of EFL vocational school teacher resilience, both overall and across its three dimensions. These findings provided implications for the sustainable professional development of EFL vocational school teachers and suggestions for further research in this field.

Keywords: resilience, Efl teacher, Vocational school, EFL teacher resilience scale, Structural equation modelling approach

Received: 06 Jun 2024; Accepted: 16 May 2025.

Copyright: © 2025 Duan, Cui, Li, Wang and Xia. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence:
Jianli Cui, Changchun Guanghua University, Changchun, 130031, Jilin, China
Fangliang Wang, Wuhan Technical College of Communications, Wuhan, Hubei Province, China
Miaoyue Xia, South China Agricultural University, Guangzhou, 510642, Guangdong Province, China

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Supplementary Material