任何一个职业都会承受压力，适度的压力能够激发人的动机，然而过大的压力会威胁人的心理和生理的健康。具体到教师职业，从大的社会和政策背景来说，我国基础教育领域正在进行着全面的改革，既给中小学教师带来了新的发展机遇，也带来了更大的挑战和压力。伴随着这一改革进程，教师体会到的压力，无论是在强度上还是在频率上都大大超出以往任何时候。心理韧性研究聚焦那些受创后依旧能够保持良好发展的个体，寻找帮助个体恢复的原因和因素，构建个体恢复的心理韧性作用机制。教师心理韧性的研究是心理韧性研究在研究对象范围上的延伸，它是个体在学校、家庭和个人三方面因素的交织影响下，恢复原有状态，实现良好适应的动态能力，是教师维持最优教学所必须拥有的能力。 本研究选择小学教师为研究对象，以北京市的一所小学为个案，从这所小学的教师中抽取处于不同专业发展阶段的五位教师作为受访对象， 采用访谈法并对所收集的材料按照标准质性研究资料三级编码式的分析方法进行分析。研究结果发现：第一，小学教师心理韧性包含二十二个个体和环境因素，这二十二个因素分别为教师的自我效能感、强烈的内在动机、 成就感、 教师作为研究者、关注专业发展、清晰地自我认识、调适和宣泄情绪、乐观主义、专注并享受教学、有效的教学技能、自我认同、职业认同、身体素质、相互信任的师生关系、独立自主的克服困难、有效的问题解决技巧、学习与反思、学校领导层及教研组组长的关怀与支持、 管理制度与组织文化的支持、同事及同伴间和谐的人际关系、家长的支持与认可、家庭及朋友的支持与认可；第二，小学教师心理韧性是一个多维度的结构。本研究将其划分为九个维度，即职业承诺、人际关系、专业发展、情绪调节、学校组织文化、教师效能感、身体素质、回报与认可。各维度，各因素之间有交叉和重叠，根据教师所处状况，灵活的建构，实现良好适应。第三，不同专业发展阶段的教师在心理韧性的建构上有不同的表现，显示了教师心理韧性建构的动态性。

People in any profession are enduring stress. Moderate stress can make people motivational while excessive stress could endanger people's mental and physical health. In China,basic education has been taking a comprehensive reform, which has brought not only new development opportunities,but also great challenge and pressure for primary and secondary school teachers.Along with the reform progressing, teachers are confronted with greater stress than ever before.Studies on resilience focused on those individuals who could sustain their passion and motivation while suffering from the challenging situations.Teacher resilience is not only associated with the individual's capacity to "bounce back‟ or recover from highly traumatic experiences and events, but also the ability to keep balance,a sense of commitment and agency. This study investigated resilience of primary school teachers using case study from five teachers of one primary school in Beijing. Structured interview was used to collect data and encoding was employed to analyze the data further. Results indicated that (1) resilience of primary school teachers consists of twenty two individual and environmental components,including teachers'self-efficacy,competence, strong intrinsic motivation, teachers as researchers, focus on professional development, self-awareness,adjustment,and emotion adjustment,optimism, effective teaching skills, self-identity and professional identity, physical quality, the relationship between teachers and students, independent of overcoming difficulties,effective problem-solving skills,learning and reflection, family support,colleagues,school culture,school leadership and management.(2)Primary school teachers'resilience is a multi-dimensional construct.Twenty two aspects may be integrated into eight dimensions,namely,occupational commitment,interpersonal relationship,professional development,emotion,school culture,teacher efficacy , profession-related. The framework shows that the nature of teacher resilience is dynamic between interactions of individual and environmental factors.(3)Primary teachers in different phases of professional development demonstrated different characteristics of resilience.