Understanding professional vulnerability in the context of quality-oriented education system: experiences of homeroom teachers in mainland China

Abstract While teachers’ professional vulnerability has been increasingly investigated in various school settings across the globe, scant attention has been paid to homeroom teachers’ professional vulnerability in Chinese secondary education. Adopting a case study design and drawing upon a rich dataset comprising interviews, observations, and documents, the present study explored how three homeroom teachers from a junior middle school in mainland China perceived and coped with their professional vulnerability within the milieu of the quality-oriented education system. The findings unraveled the complexities of homeroom teachers’ professional vulnerability and revealed how sociocultural, institutional, and personal factors have affected their practical engagements, interpersonal relations, and emotional responses. The findings also showcased how homeroom teachers manage their vulnerability through coping strategies such as strategic reorientation, capacity-building, and self-protection. The study offers valuable insights for homeroom teachers and policymakers in China and other contexts.