Letter from the Editor
Vu Tran-Thanh, School of Education, Durham University, England
Welcome to this special issue of the Teacher Educator Interest Section (TEIS) Newsletter, dedicated to the vital theme of language teacher wellbeing. As demands on language educators continue to grow—through intensifying workloads, shifting policies, and the emotional responsibilities of supporting diverse learners—the wellbeing of those at the heart of education cannot be overlooked.
In this issue, we invite you to join a global conversation that moves beyond acknowledging the challenges, and instead explores how we can actively shape environments that allow language teachers to flourish. The articles featured here examine the many influences on teacher wellbeing, from institutional cultures and societal values to personal practices of compassion and care. Our contributors share research, narratives, and practical advice, each offering a unique perspective on the shared responsibility of supporting those who teach.
It is my hope that this collection will not only raise awareness but also inspire readers to take meaningful steps—at every level—to promote the care and wellbeing of language teachers, for our own sake and for the future of our learners.
How Cultural Context Shapes the Institutions that Impact Language Teacher Wellbeing
Tammy Gregersen (Baylor University & University of Kurdistan-Hewler) & Iman Kamal Ahmed (University of Kurdistan-Hewler)
Gregersen and Ahmed delve into how institutional culture and broader societal norms, as conceptualized through Hofstede’s cultural dimensions, shape the lived experiences and wellbeing of language teachers. The article provides a nuanced analysis of how power distance, collectivism, uncertainty avoidance, and other dimensions influence institutional practices, teacher support, and, ultimately, teacher flourishing across contexts.
Spare a Touch of Compassion for Ourselves and Others to Sustain Our Well-Being
Bao Nguyen (Waseda University, Japan)
Bao Nguyen explores the pivotal role of compassion—toward oneself, students, and colleagues—in sustaining language teacher wellbeing. Drawing from qualitative research with university language teachers, the article illustrates how self-compassion, empathy for students, and understanding for leaders are essential for mental health and professional thriving. Bao Nguyen reminds us that caring for others begins with caring for ourselves, and that compassion must be balanced to avoid fatigue.
Teacher Attrition in Mexico: Who Cares About English Teachers’ Well-Being?
Nallely Garza Rodríguez (Universidad Autónoma de Nuevo León, Mexico)
Rodríguez addresses the pressing issue of English teacher attrition in Mexico, linking it directly to challenging working conditions, lack of recognition, and neglected emotional wellbeing. Through a candid narrative and review of research, the article calls for urgent reforms—improved salaries, better working environments, and institutional recognition—to prevent burnout and retain dedicated educators in the field.
Teacher Wellbeing: Tips for Language Teachers and Schools
Samir Omara (Ministry of Education and Technical Education, Egypt)
Omara provides a practical guide for both teachers and institutions, outlining strategies to manage burnout, prevent stress, and build resilience. The article presents actionable advice—ranging from self-care routines to fostering school collaboration and autonomy—grounded in research and experience, making it a valuable resource for individuals and school leaders alike.
The Role of Psychological Safety in Language Teacher Wellbeing
Iman Kamal Ahmed (University of Kurdistan-Hewler) & Tammy Gregersen (Baylor University, University of Kurdistan-Hewler)
Ahmed and Gregersen argue that teacher wellbeing is not solely an individual responsibility but is deeply entwined with institutional culture. They introduce the concept of psychological safety—where teachers feel secure to share, innovate, and be vulnerable—as a critical foundation for wellbeing. The article offers concrete suggestions for schools to foster environments of trust, empathy, and ongoing professional support.
As the articles in this issue show, language teacher wellbeing is shaped by a complex interplay of culture, compassion, institutional support, and practical strategies. Each contribution reminds us that caring for teachers is not just a professional courtesy, but a foundation for strong educational communities and positive learning outcomes.
I hope these insights will spark meaningful conversations in your own contexts—whether you are a teacher, researcher, school leader, or policymaker. Let us continue to advocate for environments where teachers’ wellbeing is prioritized, supported, and celebrated.
Thank you for joining us in this important dialogue.
Vu Tran-Thanh
Editor, TEIS Newsletter
School of Education, Durham University, UK
Vu is an ESRC PhD scholar at the School of Education, Durham University. His research focuses on various aspects of teacher education and professional development.