Paper Title
How to Adapt to the Changing World? A multiple-Case Study of Teacher Adaptability in China

Abstract
Teachers’ work is characterised by novelty, variability, and uncertainty, and teacher adaptability is essential in navigating these challenges. Adaptability can significantly improve teachers’ classroom teaching ability and psychological function. Moreover, there is a positive correlation between teacher adaptability and academic and non-academic student performance. However, several issues remain unresolved. Most research focuses primarily on adaptive teaching, often neglecting adaptability in other workplace aspects. Additionally, the emphasis has largely been on behavioural adaptability, with less attention given to the cognitive and emotional dimensions of teacher adaptability. Furthermore, reliance on the self-reporting method has its limitations. This study utilised the adaptability tripartite model and the teacher capability framework to provide a comprehensive exploration of teacher adaptability. A multiple case study design involving thirteen teachers from three secondary schools in mainland China was adopted. Data were collected through semi-structured interviews, non-participant classroom observations, and documents. The data were analysed using thematic and nexus analysis methods. The findings revealed that teachers adapted their classroom teaching and interactions within their workplace. In terms of classroom teaching adaptability, teachers adapted their teacher knowledge and classroom teaching behaviour; these were cognitive and behavioural adaptability, which were not always synchronised. Teachers adapted teacher knowledge through copy type, expansion type, and innovation type. Among these, the expansion type was the most prevalent. Teachers adapted their teaching behaviour through student-centred type, examination-centred type, and teacher-centred type. Among these, the student-centred type was the most prevalent. Regarding interaction adaptability, teachers exhibited almost synchronised cognitive-behavioural adaptability. Problem-solving, avoidance, and balance types were identified. Teachers’ emotional adaptability was prevalent throughout the classroom teaching and interactions, with a predominance of cognitive-reappraisal and modification types.This study enriches the theoretical understanding of teacher adaptability and the original adaptability tripartite model by introducing a bottom-up taxonomy of teacher adaptability. It also offers practical insights for policymakers and educational stakeholders to better support teacher adaptability. Keywords - Teacher Adaptability, Tripartite Adaptability Model,Multiple-Case Research Design