The identity of the new generation of rural novice English teachers

This study investigates the identity of China_s new-generation rural novice English teachers (post-1990s) within the Western Development Plan. Using a mixed-methods approach that integrates quantitative surveys and qualitative interviews, the research systematically examines these teachers_ identity. First, a questionnaire survey was conducted among 339 novice English teachers (with 0-6 years of teaching experience) from rural primary schools across seven provinces under China_s Western Development Plan, with data analyzed using SPSS. Subsequently, based on growth backgrounds, six novice teachers were selected from the quantitative sample for semistructured interviews, and the interview transcripts were coded using NVivo through grounded theory. The integration of quantitative and qualitative methods enabled a comprehensive analysis of teachers_ identity satisfaction level and its determinants.The findings highlight the urgent need for multifaceted reforms that integrate equitable policy implementation with targeted professional development to address systemic challenges in rural education. These reforms must be complemented by community-driven initiatives that enhance social recognition and foster stakeholder collaboration. Such efforts are essential for rebuilding teachers_ professional identity and ensuring sustainable educational improvement in rural regions. This study underscores the importance of a holistic approach that combines policy, professional growth, and community engagement to create lasting positive change in underserved educational contexts.