The initial phase of novice teachers' careers is characterized by 'reality shock' when ideals conflict with school realities. In China's competitive education system, this challenge is intensified by a promotion-based model tying advancement to performance metrics, fostering 'involution' and triggering 'lying flat'—a phenomenon marked by reduced engagement and competitive withdrawal. This study examines this issue through the lens of self-efficacy theory, focusing on novice music teachers who navigate both curricular marginalization and significant performance pressures.This qualitative study employs purposive sampling to recruit 6-8 novice music teachers from urban Chinese primary schools who work in highly competitive environments and self-identify with 'lying flat' behaviours. Data collected through semi-structured interviews on teaching experiences and coping strategies are analyzed using Braun and Clarke's (2019) reflexive thematic analysis, with self-efficacy theory providing the interpretive framework for identifying latent themes.The research addresses three core questions: (1) How do 'lying flat' behaviours manifest in teaching practices? (2) What relationship exists between these behaviours and self-efficacy? (3) What contextual factors influence this relationship?While existing scholarship has identified 'lying flat' as a coping strategy against systemic pressures and involution (Cheng et al., 2024), it remains conceptually and empirically disconnected from core psychological constructs like self-efficacy—a well-established factor influencing teacher practice, resilience, and burnout (Bandura, 1997; Skaalvik & Skaalvik, 2010). Crucially, 'lying flat' differs fundamentally from burnout; it represents an active, often rational coping strategy (He et al., 2023) rather than a passive syndrome of exhaustion (Maslach et al., 2001). This distinction remains underexplored, particularly regarding novice music teachers whose unique challenges and motivational crises are not well understood despite the critical importance of the induction phase (Huberman, 1989).As an ongoing qualitative inquiry, this study explores the nuanced relationship between self-efficacy and 'lying flat' rather than testing predetermined correlations. Guided by the central question of how this relationship manifests in teachers' experiences, it investigates how self-beliefs interact with institutional pressures to shape coping strategies, aiming to develop a theoretical understanding of the underlying psychological pathways.By bridging sociological and psychological perspectives, this study reframes 'lying flat' as a meaningful response to structural constraints. The findings are expected to inform educational policy by suggesting that supporting novice teachers requires both structural reforms and targeted psychological support, potentially through fostering collaborative cultures, developing equitable evaluation systems, and enhancing mentorship programs.