The issue of early-career teacher attrition is a pressing concern across a variety of educational settings. Research in predominantly anglophone contexts has shown that rates of foreign language teachers leaving the profession are particularly high. Noting the important role that well-being plays in fostering teacher retention, this study examines factors affecting the well-being of early-career foreign language teachers in the United Kingdom and Austria, and the subsequent possible consequences for their decision to leave or remain in the profession, drawing a comparison across the 2 settings. In-depth, semistructured interviews were conducted with 14 early-career foreign language teachers at secondary schools in Austria (n = 6) and the United Kingdom (n = 8). Inductive data analysis revealed an interplay among intrapersonal, societal, and contextual factors in relation to well-being, which might contribute to shaping participants’ decision to remain or leave the profession across the 2 settings. These factors include perfectionism, self-efficacy, work–life spillover, self-regulation, relationships within the school, and foreign language teacher status. Our findings suggest the need for systematic approaches toward improving teacher well-being, not only for surviving in the profession but also for flourishing and thriving in the long term.

中文翻译：

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奥地利和英国早期职业外语教师的保留和流失

早期职业教师流失问题是各种教育环境中的紧迫问题。在以英语为主的背景下进行的研究表明，外语教师离职率特别高。注意到幸福感在促进教师留任方面发挥的重要作用，本研究考察了影响英国和奥地利早期职业外语教师幸福感的因素，以及随后对他们决定离开或留下的可能后果职业，在 2 个设置之间进行比较。对奥地利（n = 6）和英国（n= 8)。归纳数据分析揭示了与幸福感相关的个人、社会和背景因素之间的相互作用，这可能有助于在两种环境中塑造参与者留下或离开该行业的决定。这些因素包括完美主义、自我效能感、工作-生活溢出、自我调节、校内关系和外语教师地位。我们的研究结果表明，需要有系统的方法来改善教师的幸福感，这不仅是为了在专业中生存，而且为了长期繁荣和繁荣。