Teaching is an inherently emotional profession characterized by high levels of work-related stress, which often leads to job dissatisfaction, mental and physical health issues, and long-term disengagement. Research consistently highlights that teachers experience stress and discomfort at nearly twice the rate experienced by many other professions. As key figures within the education system, teachers continuously navigate professional and personal challenges imposed by the rapidly evolving social, political, economic, and media-communicative landscapes of the 21st century. These societal demands necessitate the constant adaptation of teachers’ training, knowledge and methodologies.
For instance, globalization has intensified the need for comprehensive training in communicative competence in foreign languages and the ability to effectively teach these skills, whether independently or through innovative pedagogical approaches such as Content and Language Integrated Learning (CLIL). CLIL programmes are becoming increasingly prevalent within education systems, including in the Autonomous Community of Andalusia (Spain), where they have gained significant traction among students and key political and educational stakeholders.

Despite their increasing presence, little research has examined the impact of these professional contexts and roles on teacher well-being. Given that existing studies on teacher well-being consistently demonstrate its positive correlation with educational quality, improved student learning outcomes, healthier interpersonal relationships, and greater job satisfaction, it is crucial to investigate the extent to which CLIL programs influence the well-being of educators. Considering these premises, this research investigates the determinants that contribute to the well-being of secondary educators engaged in CLIL in Andalusia, Spain.

Employing qualitative methodology, semi-structured interviews were conducted with 10 teachers to analyze the personal, professional and social factors influencing their well-being. The findings indicate that key contributors to overall well-being include self-acceptance, resilience, institutional support, and financial security.
Additionally, social interactions, both within and beyond the school setting, play a pivotal role in shaping teachers’ perceptions of well-being. The study also highlights the significance of stress-management strategies—such as engagement in physical activities, humor, and psychological support—in alleviating occupational burnout.

While teaching through a foreign language presented cognitive and emotional challenges, participants reported that it fostered professional identity and personal development. The role of foreign language instruction extends beyond pedagogy, serving as a mechanism for identity formation, resilience-building, and professional fulfilment. Nevertheless, structural barriers—including excessive workload, bureaucratic constraints, and limited institutional autonomy—persist as challenges to sustained well-being. This study emphasises the necessity of integrating teacher well-being considerations into educational policies and professional development programmes.

Acknowledgement:
This research was carried out within the framework of the project PID2021-128341OB-I00, funded by MCIN/AEI/10.13039/501100011033 and, where applicable, by the European Union Next-Generation EU/PRTR.

Keywords: Teacher well-being, foreign language, CLIL, secondary education, teacher Training.