Factors that promote teacher well-being: a qualitative study among Andalusian secondary CLIL teachers

Abstract

This study examines the factors that promote well-being among content and language integrated learning (CLIL) secondary teachers in Andalusia, Spain. Using a qualitative approach, in-depth interviews were conducted with ten educators to explore the personal, professional, and social determinants of teacher well-being. The findings highlight that self-acceptance, resilience, institutional support, and financial stability are key contributors to overall well-being. Social relationships, both within and outside the school environment, emerged as crucial elements in shaping teachers' perceptions of well-being. The study further identifies stress-management strategies, including physical exercise, humor, and psychological support, as essential in mitigating professional burnout. Additionally, while teaching through a foreign language poses cognitive and emotional challenges, participants reported that it positively influenced their professional identity and personal growth. The role of foreign language teaching is particularly significant, serving not only as a pedagogical tool but also as a means of fostering identity, resilience, and professional satisfaction. However, structural challenges such as excessive workload, bureaucratic constraints, and lack of institutional autonomy remain obstacles to sustained well-being. The research underscores the importance of recognizing and addressing teacher well-being within educational policies and teacher training programs.