The impact of classroom emotions and intrinsic motivation on emotional resilience and identity development of Chinese teachers

This study explores the interaction mechanism among classroom emotion, intrinsic motivation, and career development of Chinese teachers. Using the mixed method of questionnaire survey and field observation, indicators such as emotional resilience were quantitatively analyzed, and teacher-student interaction in real teaching situations was qualitatively observed and recorded. Data analysis showed that there was a significant positive correlation between teachers' intrinsic motivation and emotional resilience (correlation coefficient of 0.78), and strengthening professional identity could effectively improve stress coping ability. It is found that establishing a teaching reflection mechanism and a peer support system can significantly improve teachers' emotional regulation ability. These findings provide a basis for the educational management department to optimize the teacher training system: it is suggested to add an emotion management module into routine training, and build a three-dimensional support network including tutor guidance and psychological counseling. The research results have practical guidance value for improving teachers' job satisfaction and ensuring the quality of teaching.