Giulia Sulis, Astrid Mairitsch, Sonja Babic, Sarah Mercer, Pia Resnik
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Wellbeing is crucial for teachers, not only for themselves but also for ensuring that they teach to the best of their abilities. Thus, identifying ways of empowering teachers to take action to boost or maintain their wellbeing is vital. In this article, an ecological lens is adopted to understand what determines language teachers’ agency for wellbeing. A thematic analysis of in-depth interviews with 30 EFL teachers based in Austria revealed four key themes which help to explain how teachers exercise their agency for wellbeing. These are: triggers, reflection, affordances, and action. The results show that critical incidents in their personal and professional domains act as triggers drawing teachers’ attention towards their wellbeing and starting a process of deeper reflection. However, a prerequisite for taking action following this reflection appears to be a perceived sense of control about their ability to change things in their personal and professional lives.
期刊介绍:
ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.