Exploring the interactive mechanism between psychological resilience and career sustainability of rural special-post English teachers in China

Abstract

Rural special-post English teachers in China work under challenging conditions, including limited resources, professional isolation, and restricted career advancement, making sustained teaching careers difficult to maintain. This study develops a conceptual model to examine how psychological resilience interacts with career sustainability in this group. Drawing on Mansfield’s four-dimensional resilience framework and contemporary career sustainability theory, the model identifies three core pathways—adaptive functioning, resource accumulation, and career identity development—through which resilience supports long-term professional engagement. It also emphasizes the reciprocal nature of this relationship: sustainable career conditions further strengthen teachers’ resilience, forming a cyclical mechanism that promotes stable and meaningful retention. Although conceptual in design, the study provides a theoretical foundation for future empirical work and offers practical implications for supporting rural teachers through resilience-informed professional development and policy interventions. The conceptual analysis contribute to a deeper understanding of how special-post English teachers navigate adversity and sustain their careers in rural educational contexts.