Abstract Teacher well-being has been shown to play a central role in the quality of teaching and student achievement (Day & Gu, 2009; Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However, the teaching profession is currently in crisis as it faces record rates of burnout and attrition (Borman & Dowling, 2008; Hong, 2010; Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching (Hiver & Dörnyei, 2015; Wieczorek, 2016) and to higher education (Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.

中文翻译：

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在美国，日本和奥地利探索大学的ESL / EFL教师的情绪健康和情绪调节

摘要教师的幸福感已被证明在教学质量和学生成绩中起着中心作用（Day＆Gu，2009； Klusmann，Kunter，Trautwein，Lüdtke和Baumert，2008）。但是，由于职业面临着创纪录的职业倦怠和损耗率（Borman＆Dowling，2008年； Hong，2010年； Lovewell，2012年），其中包括专门针对不断变化的外语教学性质的压力源（Hiver和Dörnyei， 2015; Wieczorek，2016）和高等教育（Kinman＆Wray，2013）。本研究旨在了解语言老师如何感知和体验他们的情感幸福感，以及他们采用何种策略来管理它。通过与美国，日本和奥地利的ESL / EFL大专院校教师进行的12次深度，半结构化访谈，