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Abstract Teacher well-being has been shown to play a central role in the quality of teaching and student achievement (Day Klusmann, Kunter, Trautwein, Lüdtke, Hong, 2010; Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching (Hiver Wieczorek, 2016) and to higher education (Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.
Talbot et al. (Thu,) studied this question.