The Maintenance Mechanism of Teaching Willingness: A Grounded Theory Study of Student Teachers in Chinese Private Colleges

Based on grounded theory methodology, this study investigates the mechanisms underlying the maintenance of teaching willingness among student teachers in Chinese private colleges through interviews with 30 participants. The findings reveal that the participants' willingness to pursue a teaching career is significantly influenced by a social support system encompassing emotional, informational, instrumental, and appraisal support. A high level of such support contributes to stabilizing their initial commitment to teaching, whereas insufficient support is prone to triggering fluctuations in their intention or even leading to career diversion. Throughout this process, psychological resilience emerges as a crucial moderating factor, enabling individuals to cope with challenges, reframe difficulties, and thereby consolidate or even strengthen their teaching beliefs. Accordingly, it is recommended that private colleges establish a "practice-reflection" cycle to enhance student teachers' professional competencies, improve information support systems to facilitate rational career planning, and integrate psychological resilience training into the educational curriculum. These measures are proposed to bolster their professional adaptability and foster long-term resilience in the teaching profession.