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<p>World Language (WL) education is facing a teacher supply crisis affecting the quality and stability of programs in K-12 schools. The extant literature on teacher attrition draws attention to the challenges of early career teachers with implications for how teacher preparation and induction programs might increase retention in schools. This survey study explores the professional lives of mid-career WL teachers in the U.S. South to uncover contextual factors that might influence workplace satisfaction and burnout. The data revealed that rurality adversely affected WL teachers’ professional well-being; however, educators overcame obstacles and were able to thrive in their schools when supported through peer relationships and motivated by positive learner outcomes. Additionally, our findings emphasize the role of intrinsic motivation and positive rather than negative affective experiences as reliable predictors of resilience. Implications to enhance teacher resilience in preservice training and in-service professional development are provided.</p>

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Mid-career world language teachers in the U.S. South: Professional satisfaction, burnout, and resilience

  • 期刊论文

  • 发表日期：

    2025年1月21日

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  • Kelly M. Moser,
  • Tianlan Wei,
  • Amber G. Crenshaw,
  • Kenneth V. Anthony

摘要

World Language (WL) education is facing a teacher supply crisis affecting the quality and stability of programs in K-12 schools. The extant literature on teacher attrition draws attention to the challenges of early career teachers with implications for how teacher preparation and induction programs might increase retention in schools. This survey study explores the professional lives of mid-career WL teachers in the U.S. South to uncover contextual factors that might influence workplace satisfaction and burnout. The data revealed that rurality adversely affected WL teachers’ professional well-being; however, educators overcame obstacles and were able to thrive in their schools when supported through peer relationships and motivated by positive learner outcomes. Additionally, our findings emphasize the role of intrinsic motivation and positive rather than negative affective experiences as reliable predictors of resilience. Implications to enhance teacher resilience in preservice training and in-service professional development are provided.