自20世纪90年代以来，教师脆弱性成为西方教师教育领域方兴未艾的研究主题之一，但国内学术界对于教师脆弱性的研究仍然缺乏相应的本土概念建构及学理探讨。本研究结合Geert Kelchtermans（Kelchtermans , 2005）和Zhanzhu Gao，Rui Yuan(Gao Z, 2021)三位学者对教师脆弱性的定义，即认为教师脆弱性是教师在教学中受到威胁、质疑与挑战的职业状态(professional state)，

经过文献梳理及初步调研发现，处于“求生和发展期”的初任教师（教龄为0-3年）的脆弱性最为强烈。因此，本研究选取初任教师作为研究对象。基于访谈资料，以生态系统理论为分析框架，从宏观-中观-微观三个层次对教师脆弱性的表现、影响因素及其应对进行分析，进而针对不同主体在改善这一职业状态时提出相应的建议与对策。

本研究发现：教师脆弱性表现在三个层面：第一，在情绪和认知上，表现为教师长时间处于负面情绪与负面认知之中；第二，在人际关系上，教师与学生、家长、同侪和领导之间紧张与不和谐的关系也是职业压力的来源之一；第三，个人生活与专业生活的失衡是教师脆弱性的另一表现，在教师时间、压力、专业发展等方面有着不同的表现。而教师脆弱性受到诸多因素影响，如个体的自我冲突与伪装，道德承诺与利益冲突等因素，教学层面的不确定性，有限的教学能力与经验等因素，工作条件的教学评价制度与规章制度等因素，以及与家长、学生、领导和同侪之间的人际互动因素影响。然而教师的应对策略则凸显了较为明显的中国教师特色，大部分教师都会选择先隐忍，自我归因，或者寻求自我专业发展，之后才是表达与沟通。教师们“脆弱而坚强着”，受到脆弱性影响的同时，也积极的寻求减弱脆弱性的策略。

除此之外，本研究还发现中国语境下的教师脆弱性具有以动态性，被动性，差异性，关系性，本土性的特点。并且提出教师脆弱性产生的三个中介因素，自我理解，个人特质与道德承诺，拓展了教师脆弱性产生机制研究的理论广度，对中国本土教师脆弱性的产生做出本土化阐释。

Since the 1990s, teacher’s vulnerability has become one of the rising research topics in the field of teacher education in the west, but the research on teacher vulnerability in domestic academic circles still lacks the corresponding local concept construction and theoretical discussion. This study takes beginning teachers from different schools, subjects, and grades as research participants, mainly based on interview data, and aims to explore the manifestation of vulnerability, the influencing factors and their coping strategies. Moreover, this study summarize the main characteristics of vulnerability, and then raise in-depth suggestions and countermeasures for reducing the conditions of teachers' vulnerability. Since there are various definitions of teachers’ vulnerability, this study refers to the definitions by Geert Kelchtermans, Zhanzhu Gao, and Rui Yuan, and defines teacher vulnerability is a professional state in which teachers are threatened, questioned and challenged in teaching.

After collecting and sorting out the research materials, referring to the analytical framework of most teacher vulnerability research—the ecosystem theory, it analyzes the influencing factors and coping strategies of teacher vulnerability from the three levels of macro-meso-micro.

This study finds that teachers' vulnerability is manifested in three levels: firstly, in terms of emotion and cognition, it is manifested that teachers are in negative emotions and negative cognition for a long time. Secondly, in terms of interpersonal relationships, it is manifested as tension and disharmony with students, parents, peers, and leaders; thirdly, the imbalance between personal life and professional life is another manifestation of teachers’ vulnerability.

Teachers' vulnerability is affected by factors such as individual self-conflict and camouflage, moral commitment and conflict of self-interests, uncertainty at the teaching level, limited teaching ability and experience, teaching evaluation systems and rules and regulations of working conditions, and the relationship with parents，students, principals and peers among relational factors. The coping strategies of teachers are of typical Chinese cultural characteristics, since it turns out that most teachers choose to endure at first hand, then attribute themselves and seek self-professional development. After all that would be expressing and communicating.

In addition, the study also found that the traits of teachers’ vulnerability in the Chinese local context are dynamicity, passivity, difference, relationality and locality. whats’ more, this study also put forward three mediating factors of teacher vulnerability, which are, self-understanding, personal traits and moral commitment, expanding the theoretical width of research on the mechanism of teacher vulnerability, and explain the emergence of Chinese native teacher vulnerability.

Lastly, based on the research process and conclusions, this study reflects on how to weaken the conditions of teachers' vulnerability from different levels.