Abstract
With contributions from English language teaching practitioners in K–12 and higher education reporting on teacher wellness in Canada, China, Costa Rica, Greece, Iran, Nigeria, Palestine, Sri Lanka, countries in the Gulf Region (Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates), and the United States, this volume brought attention to the ecological nature of teacher well-being in English language teaching, demonstrating that wellness is a complex and multilayered issue. In this chapter, we present salient lessons from the state-of-the-art contributions in this book and separate our analyses into factors affecting teacher well-being at the micro-, meso-, and macrosystems, which are critical elements to achieving and sustaining wellness. We then revisit key findings at each level by connecting them to the broader literature. We end this chapter and edited volume by describing enigmas that remain unanswered and providing suggestions for ecological explorations of teacher well-being in English language teaching and beyond.
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