Latent profile analysis of rural foreign language teacher resilience: its associations with emotional and professional adaptation.

Teacher resilience, emotional adaptation, and professional adaptation are central to how foreign language teachers satisfy the demands of their work, but they have rarely been examined within a single framework. Using a cross-sectional quantitative survey design, the present study investigated how multidimensional resilience is configured among rural foreign language teachers in China's basic education and how resilience configurations relate to teachers' emotional and professional adaptation. Data were collected from 262 in-service junior secondary English teachers (81.7% female; mean teaching experience = 18.75 years) who work predominantly in county- and township-level schools in rural Fujian Province, China. Confirmatory factor analysis supported the 16-dimension measurement model, and latent profile analysis identified four resilience profiles: Frail, Balanced, Hardcore, and Outreaching. Profile membership was systematically associated with eleven of the twelve adaptation outcomes, following a resilience gradient in which Hardcore teachers reported the most adaptive functioning and Frail teachers the least; surface acting was the only outcome unrelated to profile membership. The findings support the view of teacher resilience as a foundational, configurally organised adaptive resource. This research thus suggests that support for rural foreign language teachers should build personal competences and meaning alongside relational support.