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

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 selfawareness are crucial for teacher resilience and effectiveness. The findings underline the importance of personal emotional management skills, such as selfawareness 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.