The present quantitative study is part of the new wave of research into the psychology of language teachers and their emotions (Gkonou, Dewaele & King, 2020). It also answers the call for more studies on languages other than English (LOTEs) by considering feedback from 174 Italian as Foreign Language (FL) teachers based in Italy and abroad. The study investigated the relationship between two psychological factors, Well-being and Resilience and one novel emotional factor, namely Foreign Language Teaching Enjoyment (FLTE), adapted from previous studies on learners’ Foreign Language Enjoyment. Correlations analyses followed by a multiple regression analysis showed that Resilience was the strongest predictor of FLTE, explaining 12.4% of variance, followed by Well-being which explains a further 3.9% of variance. The findings of the study are discussed in the light of previous studies. We suggest that happy and resilient teachers who enjoy their profession constitute the very basis of students’ progress, as the positive emotional atmosphere they establish in the classroom is a pre-condition for linguistic and psychological growth. The new 9-item scale is recommended for future research on FLTE.

当前的定量研究是对语言教师的心理及其情感进行新一轮研究的一部分（Gkonou，Dewaele和King，2020年）。它还考虑了来自意大利和国外的174名意大利语作为外语（FL）老师的反馈，从而回应了对除英语（LOTE）以外的其他语言进行更多研究的呼吁。该研究调查了两个心理因素（幸福感和韧性）与一种新的情感因素之间的关系，即外语教学乐趣（FLTE），该因素是根据先前关于学习者外语乐趣的研究改编而成的。相关分析和多元回归分析表明，弹性是FLTE的最强预测因子，解释了12.4％的方差，其次是幸福感，它又解释了3.9％的方差。该研究的结果根据先前的研究进行了讨论。我们建议，快乐且具有韧性的教师会享受他们的专业，这是学生进步的基础，因为他们在教室中建立的积极情感氛围是语言和心理成长的前提。建议将新的9个项目量表用于FLTE的未来研究。