The present study was an endeavor to investigate the differences between novice and experienced teachers’ achieving resiliency in an explanatory sequential mixed method study. Forty Iranian (i.e., 20 novice and 20 experienced) teachers, male and female, participated in the present study in quantitative study who were selected through convenience sampling method from several private language institutes in Tabriz with teaching experience between 2 and 15 years. The Connor and Davidson Resilience Scale (CD-RISC), developed by (Depression and Anxiety 18:76-82, 2003) was used to measure the novice and experienced teachers’ resiliency. The results obtained through the independent samples t-test revealed that there was a significant difference between novice and experienced teachers’ resiliency. That is to say, experienced teachers were more resilient than the novice teachers. The qualitative data were collected through in-depth interviews, focus group interviews and teachers’ stories. The qualitative data were analyzed through interpretative content analysis. The analyzed data suggest that experienced teachers have a complicated repertoire of strategies at their disposal to bounce back from adversity of teaching conditions in comparison with those of novice teachers. The results of the present study have some implications for teacher development and teacher education.

本研究旨在通过解释性顺序混合方法研究来调查新手和经验丰富的老师在适应能力上的差异。40名伊朗（即20名新手和20名经验丰富的）教师（男女）参加了本研究的定量研究，他们是通过便利抽样方法从大不里士的几所私人语言学院中挑选出来的，他们的教学经验为2至15年。由（Depression and Anxiety 18：76-82，2003）开发的Connor和Davidson弹性量表（CD-RISC）用于测量新手和经验丰富的教师的弹性。通过独立样本t检验获得的结果表明，新手和经验丰富的老师的弹性之间存在显着差异。也就是说，有经验的老师比新手更有韧性。通过深入访谈，焦点小组访谈和老师的故事收集定性数据。通过解释性内容分析法对定性数据进行了分析。经过分析的数据表明，与新手教师相比，经验丰富的教师可以运用多种复杂的策略来摆脱教学条件的逆境。本研究的结果对教师发展和教师教育有一定的启示。经过分析的数据表明，与新手教师相比，经验丰富的教师可以运用多种复杂的策略来摆脱教学条件的逆境。本研究的结果对教师发展和教师教育有一定的启示。经过分析的数据表明，与新手教师相比，经验丰富的教师可以运用多种复杂的策略来摆脱教学条件的逆境。本研究的结果对教师发展和教师教育有一定的启示。