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Purpose The initial phase can be difficult for teachers: beginning teachers are more likely to experience effort–reward imbalance (ERI) and its harmful effects. To reduce this risk, this study analyzed the factors that impact ERI among beginning teachers in China and investigated the coping strategies they use. Methods The study used qualitative research methods to conduct semi-structured interviews with 20 beginning teachers. Each participant was interviewed for at least 40 minutes via an online platform. Results The qualitative results showed that ERI among beginning teachers is influenced by the interaction of internal and external factors. The typical factors identified were organizational justice, leadership style, work motivation, and personality type. Beginning teachers in the Chinese context demonstrated a proactive attitude towards challenging situations and chose moderate approaches to cope with ERI. The effectiveness of these strategies varied due to individual differences and contextual factors. Conclusion Overall, the findings emphasized the importance of addressing the challenges of beginning teachers to promote their well-being and improve the quality of education. Reducing the ERI of beginning teachers relies on a tripartite effort between society, schools and teachers themselves.