Language teacher wellbeing: an individual–institutional pact.

This article focuses on the role of institutions in supporting language teacher wellbeing within the framework of positive psychology (PP), which emphasizes three pillars: positive emotions, traits, and institutions. Drawing on a global web survey conducted during the Covid-19 pandemic, the study highlights teachers’ advice clustered around four themes—doing your best, teaching practices, positive leadership, and positive attitudes and gratitude—and connects these with institutional responsibilities. It argues that teacher wellbeing is a shared responsibility between individuals and institutions, urging educational leaders to adopt strengths-based approaches such as Appreciative Inquiry and job crafting to foster supportive work environments. The article calls for a balanced perspective that moves beyond individual blame to recognize how institutional structures and leadership practices critically influence teacher wellbeing.