A Tripod Approach to Language Teacher Educator Well-Being: Intersections of Autonomy, Self-Efficacy, and Resilience

• In Event: This is How We Do It: Educating Resilient Teacher Educators for Real World Teachers

Abstract

Despite increasing attention to teacher well-being, the emotional and professional well-being of additional language teacher educators (ALTEs) remains underexamined. This conceptual study proposes a Tripod Approach to ALTE well-being, integrating three psychological constructs—autonomy, self-efficacy, and resilience. Drawing on applied linguistics, teacher education, and educational psychology literature, we argue that ALTE well-being is best understood through the dynamic interplay of these elements. The model emphasizes that fostering autonomy and self-efficacy generates resilience, enabling educators to thrive amid institutional demands. This proposal defines each construct, illustrates their synergistic relationships through a conceptual model, and outlines actionable strategies for institutions. We conclude by offering reflective questions to guide future research on sustainable ALTE well-being across diverse professional contexts.

Authors

• Nihat Polat, University of Maryland

• Jiaxuan Zong, University of Maryland