Teacher Well-Being in the Context of Social-Emotional Learning in FLT Classroom

The article deals with the issues of Teacher Well-Being in the modern Methodology of Foreign Language Teaching (FLT), revealing the peculiarities of educators’ burnout, compassion fatigue, and secondary trauma. 50 Ukrainian educators became the material for analysesin our research. We have attempted to study effective methods and means of forming teacher-wellbeing to develop speaking skills using social-emotional learning. It is mentioned that education must respond to the challenges that modern society poses. Social-emotionallearning, or SEL becomes an effective tool. It is the process by which students and adults acquire and effectively use the knowledge, attitudes, and skills needed to understand and manage their emotions. Existing social-emotional training programs need support and distribution as well as require approval at the level of the Ministry of Education and Science of Ukraine. In the system of compulsory secondary education, it is appropriate to introduce social-emotional education programs in several dimensions: in the invariant component (topics in standard curricula); in the variable component (optional courses, circles, electives, etc.); in the educational processof the educational institution (events, projects included in the plan of educational work of the institution).