[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-134665-en":3,"doc-seo-134665-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},134665,8796095461564,"Liam","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Research & Report","Factors that promote teacher well-being - a qualitative study among Andalusian secondary CLIL teachers","This study examines factors that promote well-being among content and language integrated learning (CLIL) secondary teachers in Andalusia, Spain. A qualitative design used in-depth interviews with ten educators to explore personal, professional, and social determinants of teacher well-being. Results emphasize self-acceptance, resilience, institutional support, and financial stability as key contributors, while social relationships inside and outside school shape teachers’ perceptions. Stress-management strategies—physical exercise, humor, and psychological support—help mitigate burnout, and foreign-language teaching supports identity and growth despite added cognitive and emotional strain. Structural constraints such as workload, bureaucracy, and limited autonomy hinder sustained well-being. The study supports policy and teacher-training attention to teacher well-being.","Journal of linguistics, philology and translation  \nSpecial Issue  \n– XVI –  \nAdditional Language Teaching and Learning: Culture, Affect, and Digital Society  \n2 0 2 5  \nFactors that promote teacher well-being: a qualitative study among Andalusian secondary CLIL teachers  \nRaúl Ruiz Cecilia  \nUniversity of Granada Spain  \nLeopoldo Medina Sánchez  \nUniversity of Granada Spain  \nSlava López Rodríguez  \nRey Juan Carlos University Spain  \nONOMÁZEIN | Special Issue XVI  \nAdditional Language Teaching and Learning: Culture, Affect, and Digital Society: 68-87  \nDOI: [10.7764/onomazein. ne16.04](10.7764/onomazein. ne16.04)  \nISSN: 0718-5758  \nRaúl Ruiz Cecilia: Department of Language and Literature Teaching, University of Granada, Spain.  \nORCID: 0000-0002-8119-549X. | E-mail: [raulruiz@ugr.es](raulruiz@ugr.es)  \nLeopoldo Medina Sánchez: Department of Language and Literature Teaching, University of Granada, Spain.  \nORCID: 0000-0002-0643-2491 . | E-mail: [leoms@ugr.es](leoms@ugr.es)  \nSlava López Rodríguez: Department of Foreign Languages, Translation and Interpreting, Rey Juan Carlos Uni  \nversity, Spain. ORCID: 0000-0002-9360-3518 . | E-mail: [slava.lopez@urjc.es](slava.lopez@urjc.es)  \nReceived: January, 2025  \nAccepted: March, 2025  \nONOMÁZEIN | Special Issue XVI-Additional Language Teaching and Learning: Culture...: 68-87  \nRaúl Ruiz Cecilia, Leopoldo Medina Sánchez and Slava López Rodríguez  \nFactors that promote teacher well-being: a qualitative study among Andalusian secondary CLIL... 69  \nAbstract  \nThis 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.  \nKeywords: teacher well-being; foreign language; CLIL; teacher training.  \nONOMÁZEIN | Special Issue XVI-Additional Language Teaching and Learning: Culture...: 68-87  \nRaúl Ruiz Cecilia, Leopoldo Medina Sánchez and Slava López Rodríguez  \nFactors that promote teacher well-being: a qualitative study among Andalusian secondary CLIL... 70  \n1. Introduction1  \nThe teaching profession is widely recognized as highly emotionally demanding and is often characterized by elevated levels of work-related stress. This frequently leads to job dissatisfaction, adverse mental and physical health outcomes, and long-term disengagement from the profession. In this context, Johnson and others (2005) underscored that teachers experience approximately twice the levels of stress and discomfort experienced by many occupations. In Western countries such as the United Kingdom, Australia, and the United States, a significant proportion of teachers leave the profession within their initial years of se","cbCaink0vj7R104d","https://ap.wps.com/l/cbCaink0vj7R104d","pdf",317553,1,20,"English","en",105,"# Introduction\n## CLIL in European and Andalusian contexts\n## Teacher well-being challenges and research gaps","[{\"question\":\"What approach does the study use to explore teacher well-being?\",\"answer\":\"The study uses a qualitative approach with in-depth interviews conducted with ten CLIL secondary teachers in Andalusia, Spain to examine personal, professional, and social determinants.\"},{\"question\":\"Which factors are identified as key contributors to teacher well-being?\",\"answer\":\"Self-acceptance, resilience, institutional support, and financial stability are highlighted as key contributors, alongside social relationships both within and outside school.\"},{\"question\":\"How does teaching through a foreign language affect teachers’ well-being?\",\"answer\":\"Although it creates cognitive and emotional challenges, participants report positive effects on professional identity and personal growth, helping support overall well-being.\"}]","Factors that promote teacher well-being - a qualitative study among Andalusian secondary CLIL teachers | PDF",1787284224,50,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"factors-that-promote-teacher-well-being-a-qualitative-study-among-andalusian-secondary-clil-teachers","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/factors-that-promote-teacher-well-being-a-qualitative-study-among-andalusian-secondary-clil-teachers/134665/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-08-23","2026-08-21",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What approach does the study use to explore teacher well-being?","Question",{"text":76,"@type":77},"The study uses a qualitative approach with in-depth interviews conducted with ten CLIL secondary teachers in Andalusia, Spain to examine personal, professional, and social determinants.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"Which factors are identified as key contributors to teacher well-being?",{"text":81,"@type":77},"Self-acceptance, resilience, institutional support, and financial stability are highlighted as key contributors, alongside social relationships both within and outside school.",{"name":83,"@type":74,"acceptedAnswer":84},"How does teaching through a foreign language affect teachers’ well-being?",{"text":85,"@type":77},"Although it creates cognitive and emotional challenges, participants report positive effects on professional identity and personal growth, helping support overall well-being.","https://schema.org",{"og:url":52,"og:type":88,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":90,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":93},[94,98,102,106,111,115,120,123,127,130,134],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":95,"show_sort_weight":96,"slug":97},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":99,"show_sort_weight":100,"slug":101},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":46,"category_name":103,"show_sort_weight":104,"slug":105},"Exam",70,"exam",{"id":107,"doc_module":4,"doc_module_name":46,"category_name":108,"show_sort_weight":109,"slug":110},5,"Comic",60,"comic",{"id":112,"doc_module":4,"doc_module_name":46,"category_name":113,"show_sort_weight":29,"slug":114},6,"Technology","technology",{"id":116,"doc_module":4,"doc_module_name":46,"category_name":117,"show_sort_weight":118,"slug":119},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":121,"slug":122},30,"research-report",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":125,"show_sort_weight":21,"slug":126},9,"Religion & Spirituality","religion-spirituality",{"id":21,"doc_module":4,"doc_module_name":46,"category_name":128,"show_sort_weight":21,"slug":129},"World Cup","world-cup",{"id":131,"doc_module":4,"doc_module_name":46,"category_name":132,"show_sort_weight":131,"slug":133},10,"Lifestyle","lifestyle",{"id":135,"doc_module":4,"doc_module_name":46,"category_name":136,"show_sort_weight":107,"slug":137},19,"General","general"]