The Role of Psychological Safety in Language Teacher Wellbeing

Iman Kamal Ahmed, University of Kurdistan-Hewler, Iraq
Tammy Gregersen, Baylor University, Texas, USA & University of Kurdistan-Hewler, Iraq

The practice of wellbeing is attracting increased attention in teacher professional development—albeit, lamentably, it is often limited to personal self-care tips and strategies. Crucial to recognize is that teachers’ resilience and flourishing is not merely that which individuals themselves can do, but rather professional and personal wellbeing depends on the environment in which teachers are inserted. This article explores how psychological safety and positive psychology, supported at an institutional level, can transform language teachers’ milieus into spaces where educators can genuinely thrive. When schools take collective responsibility for wellbeing, they empower teachers to show up fully for themselves and their learners, offering the best versions of themselves.

Quite concerning is the thought that teacher wellbeing is the sole responsibility of the individual. Of course, teachers can exercise mindfulness daily and participate in other evidence-based practices to increase their wellbeing, but if the institutional environment is unsupportive, negative and or even punitive, being mindful (in which one pursues their potential to discover meaning and purpose) unfortunately may result in being merely an exercise in futility. Wellbeing is far more complex than this. A concern for teachers’ wellbeing needs to be woven into institutional environments, culture, policies and leadership practices. According to Mercer and Gregersen (2020), teacher emotions are shaped by interpersonal and institutional dynamics, and even those educators with effective internal coping skills may not thrive in environmental toxicity. Therefore, a teacher’s sense of safety at work is paramount. Amy Edmondson (1999, p.350) introduced the concept of psychological safety which refers to “a shared belief held by members of a team that the team is safe for interpersonal risk-taking and models the effects of team psychological safety and team efficacy together on learning and performance in organizational work teams”. Teachers need to feel safe sharing their concerns, and problems, and speaking out about their wellbeing without the fear of their feelings being dismissed or judged by colleagues and/or their administration. For educational institutions, this means creating staff cultures where teachers feel the security of having their ideas welcomed, and where admitting they are struggling is met with empathy and care. Nothing is quite like the fear of embarrassment or reprisal in discouraging teacher wellbeing.

When school meetings are dominated by critique and fear of reprisals for asking questions or asserting opinions are they usually turn dreadful. Most teachers feel distressed by the notion of being perceived as unprepared or lacking necessary knowledge. In contrast, a psychologically safe environment encourages dialogue over judgment. Under supportive and encouraging coordination, teachers share how their teaching profession flourishes--especially those who can turn missteps into shared learning rather than personal failures. As a result, when teachers encounter institutions that practice openness and trust, the tone is set for a safe, collaborative culture that supports ongoing growth. Working in a positive and safe environment offers strength and resilience for teachers. In fact, Martin Seligman (2011) who is often touted as the “Father of Positive Psychology” proposed the PERMA model which highlights Positive emotions, Engagement, Relationships, Meaning and Accomplishment as the building stones that together construct individuals’ wellbeing. These principles must be institutionally supported as those organizations that recognise accomplishment, nurture belonging and give teachers a voice in decisions are far more likely to sustain teachers’ wellbeing and motivation. Emotional wellbeing for teachers includes recognising joy, pride and connection and not just managing stress.

As a result, to move from ideas to action, institutions can adopt simple but powerful strategies that reinforce both psychological safety and positive psychology. They can create non-evaluative spaces for feedback which include opportunities for teachers to give suggestions, multiple options for teachers’ professional development, and scheduled meetings to check on teachers’ wellbeing with the purpose of listening to their successes and challenges. Also important is offering wellbeing training to encourage teachers to not only think about their professional but also their personal well-being. In addition, implementing teacher-led appreciation rituals will make teachers feel respected for the effort that they put into teaching. Being paid a salary is not enough to demonstrate that teachers are valued. Furthermore, an indication of positive leadership in educational establishments includes the insertion of teacher wellbeing strategies in their institutional policies. Asking teachers to “take care of themselves” in a system that does not take responsibility for doing the same at the institutional level only leads to consternation and a sense of abandonment. Instead, institutions need to design cultures where well-being is protected and where the entire community benefits from psychological safety, trust, purpose and care. When institutions create psychologically safe environments and support positive, relational practices, teachers are more engaged, resilient and ready to lead in the learning process, offering their best for their students. Teachers are not asking for massive budget readjustments (although that might be appreciated, too!!), but rather a shift in culture, priorities and leadership approaches that reveres their daily sacrifices and recognizes the important role they play in educating for the future.

Reference:

Mercer, S., & Gregersen, T. (2020). Teacher wellbeing. Oxford University Press.

Edmondson, A. (1999). Psychological safety and learning behaviour in work teams. Administrative science quarterly, 44(2), 350-383.

Seligman, M. (2018). PERMA and the building blocks of well-being. The journal of positive psychology, 13(4), 333-335.

Iman Kamal Ahmed holds a PhD in Applied Linguistics from Birkbeck, University of London, and is a lecturer in Applied Linguistics/TESOL at the University of Kurdistan Hewlêr. Her research focuses on emotional aspects of second language acquisition, especially how emotions and flow states influence classroom learning.

Tammy Gregersen is Associate Professor of Linguistics at Baylor University (USA). She co-authored ten books, published extensively in peer-reviewed journals and contributed numerous chapters in anthologies on teacher wellbeing, individual differences, teacher education, language teaching methodology, positive psychology and nonverbal communication in language classrooms.