复原力是个体通过保护因子和危险因子与特定情境相联系下的动态作用而达到复原力个体适应的正向积极结果的过程。教师复原力是以教师个体生理条件和已有知识经验为基础，在面对充满挑战的条件以及不利情境时，通过保护因子和危险因子动态交互作用，能够不断将交互作用经验转化成稳定的、基本的、发展的内在品质，并且最终能够获得良好发展的动态过程。教师复原力水平的高低对个体具有重要的意义。农村小学教师复原力的研究有助于教师群体在其复杂的职业环境中得到更好的发展。同时，还有助于我们对于教师复原力的作用机制进行深入的研究。 现阶段，国外对于教师复原力的研究较多，国内对于教师复原力的研究尚处于起步阶段。大部分是对新手教师复原力的研究，或者是对特定年龄段、专业发展阶段的教师复原力的研究。本研究根据研究目的及质性采取“目的性抽样方法”，选择一名应对环境能力较强，有较稳定的内在品质，有正向积极的发展结果，且具有37年教龄的农村小学教师开展复原力研究，通过多次访谈，让被研究者讲述自己的生活故事，来研究农村小学教师复原力的压力事件、复原过程以及复原结果。 研究结果表明社会压力、职业压力和家庭压力是个案教师主要面临的三大压力事件。社会压力主要表现在社会背景和教师地位的变化；职业压力主要表现为处理与学生家长关系、教师工作量的繁重、教学质量以及评估机制对自尊的威胁；家庭压力主要表现在选择配偶、养育孩子、购买住房、家庭经济各方面。 影响个案教师复原力的因素主要体现在个人环境和组织环境两大方面。个案教师职业生涯阶段中的个人环境保护因子主要表现在个性特征、性别、单身、妈妈和妹妹的支持、地位和荣誉几方面。组织环境保护因子主要表现在校长支持、职前课程、社区支持、学生、同行支持、培训学习、薪酬待遇、公众信任、师范教育、教学对象的连续性、校长管理风格等方面。个案教师职业生涯阶段中的个人环境危险因子主要表现在家庭经济状况、个性特征、过去经历、学科知识的间断、教师工作、孩子、身体素质、丈夫的反对、家庭农活、婚姻选择几方面。组织环境危险因子主要表现在政策实践、学生特点、学科的转变、班级复杂度、教学压力、村民的隐瞒、学生的变化几方面。其中在保护因子中，对个案教师复原力影响极其明显的是校长的支持，而丈夫的反对成为阻碍个案教师复原的最大的危险因子。此外，个体特征的不同方面既对个案教师的职业生涯发展起到保护作用，如勤奋、要强、不服输的内在动力、积极向上的职业期望、同情丈夫、不轻易放弃、爱孩子、自我反思、崇高的教育信念等都积极促进个案教师的复原，而个案教师在遇到压力事件后的消极自我信念和信心、自尊心以及临退休时的精力衰退作为个人环境危险因子影响着个案教师的复原。 个案教师的复原力结果主要体现在心理复原重组、回归性重组、缺失性重组。心理复原重组主要表现在顺利应对第一次民办教师调整和个案教师和学生家长发生不愉快后的积极复原，在担任不熟悉的物理和化学后的自我提升，第二次备战中师考试后的双丰收，以及最后回到本村教小学后的杰出教学成果。回归性重组主要表现在第二次成功挑战民办教师改革后留了下来，以及第一次教六年级毕业班的艰难险阻后的阳光。缺失性重组主要表现在个案教师第一次中师考试落榜后极其消极的情绪，还有孩子的牵绊，以及面临措手不及的三级复式后的无助与失落。然而，无论个案教师面对哪种压力事件，并没有出现第四种机能不良重组的复原结果。

Resilience is an interacting process of protecting factor and risk factor associated with the specific situation in order to achieve to the positive results. Teacher resilience is based on individual physiological conditions and the existing knowledge experience, when teachers are in the face of challenging conditions and unfavorable situation, through the dynamic interaction between the protection factor and risk factor, can turn interaction experience into the inner quality of stable, basic, development, and eventually be able to obtain good dynamic process of development. The level of the individual teachers’ resilience is of great importance. The research about rural primary school teachers’ resilience will help the group to get a better development in the complex environment and improve the work performance. At the same time, it can also help us to do some in-depth study of the mechanism of action of resilience. At present, the research on teacher resilience is more abroad, while the domestic research on teacher resilience is still in its infancy. Most of them are about the study of novice teacher resilience, or for a specific age, stage of teachers' professional development research of resilience. According to the research purpose, the study takes "purposeful sampling method" and chooses a 37 years' experience rural primary school teacher to carry out the resilience research. The teacher must have a strong ability of response to the environment, a relatively stable internal quality, with a positive development result. Through many times interview, researchers asked the interviewer to tell her life stories, to study the rural primary school teacher resilience of stressful events, healing process and result. Research results show that the social pressure, career and family pressure are three major three big cases teacher faced. Social pressure mainly embodied in the social background and the status change of teachers; Career stress mainly embodied in dealing with the relationship with the parents of the students, the heavy workload of teachers, teaching quality and evaluation mechanism for the threat of self-esteem; Family pressure is mainly embodied in choosing a spouse, children, houses, family economic aspects.Factors influencing the case teacher resilience primarily embodied in the personal and organizational environment. Personal environment protection factor of case teacher's career phases primarily embodied in personality traits, gender, single, mother and sister support, status and honor. Organization environmental factors mainly embodied in the principal support, pre-service training, community support, students, peer support, training, salary treatment, the public trust, the normal education, the continuity of teaching object, the principal management style, etc. Individual environmental risk factors of case teacher's career phases primarily embodied in family economic condition, personality characteristics, past experience, the gap of subject knowledge, teachers' work, children, physical quality, against her husband, family farm work, marriage. Organizational environment risk factors mainly embodied in the policy practice, the transition of the characteristics of students, subject, class complexity, the variation of the pressure, the villagers hide, the change of student. Among protecting factors, the influence of the headmaster's support is the most obvious on the case teacher resilience, but her husband's opposition become the biggest risk factors to hinder the case teacher recover. In addition, the individual characteristics of the different aspects are both protective factors promoting case teacher's career development, as well as risk factors hindering the development of the case teacher, such as diligence, stronger, indomitable intrinsic motivation, positive career expectations, sympathize with her husband, don't give up easily, love children, self-reflection, high education beliefs have actively promote the case teacher's rehabilitation, such as the negative self-belief and confidence when the case teacher encounter stressful events, self-esteem and recession when retired are affecting the case teacher recovery. The case teacher resilience results mainly reflected in the resilient reintegration, reintegration back to homeostasis, reintegration with loss. Resilient reintegration mainly manifested in the first private teachers adjust and case teachers can recovery positively after conflicting with the parents, when she teaches the unfamiliar physical and chemical courses, she is able to self-improvement, she got good grades in the second test, and her outstanding teaching in elementary school grades. Reintegration back to homeostasis mainly manifested in challenging private teachers reform successfully, and successfully overcome the difficulties for the first time to teach graduating class. Reintegration with loss is mainly manifested in the negative emotions after she failed the exam, the child's stumbles, and the helplessness and loss when facing a complex class. However, no matter case teacher faced what kind of stressful events, dysfunctional reintegration does not appear in her life career.