Language teacher wellbeing: an individual–institutional pact

• Tammy Gregersen ^[1] ; Peter D. MacIntyre ^[2]
  1. [1] Tennessee State University

     Tennessee State University

     Estados Unidos

     
  2. [2] Cape Breton University

     Cape Breton University

     Canadá

     
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 78, Nº 2, 2024, págs. 179-188
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Although positive psychology (PP) is characterized as a tripartite approach to human flourishing that considers emotions, traits, and institutions, to date the role of institutions has been relatively overlooked. This is particularly problematic when exploring language teacher wellbeing because a teacher’s ability to thrive is also dependent upon the context in which they work. Combining the results of a web survey on teacher wellbeing with relevant concepts from PP on the collective responsibility of individuals and institutions, this study provides a podium from which teachers’ voices can be heard. When asked for specific advice on positively confronting challenges (particularly stemming from the Covid-19 pandemic), teachers’ recommendations coalesced around the four themes of doing your best: teaching practices, positive leadership, and positive attitudes and gratitude. The purpose of this study is to listen to teachers’ voices and provide implications for making more positive institutions.