Abstract: The professional development of teachers at frontier primary and secondary schools is crucial to the realization of educational equity and the long-term stability of frontier societies. These teachers’ professional development of is a complex ecological process, forming an ecosystem divided into three systems: micro, meso, and macro. These three systems are interconnected, with ecological factors interacting and system coupling giving rise to an ecological system for teacher’s professional development. The study finds that multiple intertwined factors collectively constitute the “realistic constraints” hindering the professional growth of frontier primary and secondary school teachers.Four ecological principles are proposed based on this—ecological holism, active empowerment, localized adaptation, and collaborative symbiosis—to promote coordinated efforts in institutional optimization, university engagement, training reengineering, resource mobility, and technological empowerment. This approach seeks to explore and construct a teacher professional development support system tailored to the unique frontier context, thereby fostering the symbiotic development of individual teachers and frontier education.

Key words: educational ecology, frontier primary and secondary schools, teacher professional development, collaborative symbiosis