【摘要】 在高原高寒艰苦工作环境下保持教师高质量留任与发展，特别需要教师的韧性。基于社会生态系统理论视角，采取质性研究的范式，通过书面叙述与半结构访谈法对西藏农牧区12名中学教师面临的群体挑战及其韧性发展的过程与表现进行深描。结果表明，影响西藏农牧区中学教师韧性发展的风险因素来自微观、中观、宏观系统三个层面，且具有长期性、累积性和复杂性；而教师应对风险的适应性行为多依赖于对微观系统及宏观系统层面保护因素的调动，其发展过程具有非典型性与文化相关性，并最终在各系统间的互动下呈现“敢于拓荒”“保持良心”“勉强留任”三种不同类型的韧性表现。更多还原

【Abstract】 The maintenance of high-quality teacher retention and professional development in highly disadvantaged communities, particularly those situated in geographically remote plateau regions such as Xizang, is contingent upon teacher resilience. Drawing on the social ecosystem theory, this study offers an in-depth analysis of the development and outcomes of teacher resilience in the nomadic regions of Xizang. The findings reveal that the resilience of secondary school teachers in these areas is influenced by a complex array of risk factors that operate at micro, meso, and macro levels, characterized by their persistence, cumulative nature, and intricate interconnections. These teachers employ adaptive strategies to navigate these risks, which are largely dependent on the activation of protective factors at both micro-system and macro-system levels. The trajectories of resilience development among these educators are unconventional and culturally relevant, leading to three distinct outcomes: “daring to explore”, “keeping hearts”, and “reluctantly staying on”. These outcomes emerge from the complex interplay within the various social ecosystems.更多还原