The Future of Education

This paper investigates the factors underlying the well-being of CLIL teachers in primary education and the coping mechanisms they use to deal with stress. The research was conducted in the context of the education system in Andalusia, a region in southern Spain, within a specific timeframe. As a research instrument, we used a semi-structured interview with a cohort of thirty teachers—fifteen women and fifteen men—aged between 28 and 60. The results, interpreted through the lens of the ecological theory [1, 2, 3], shed light on the internal architecture of this psychosocial construct, which is continuously constructed over time and across different cultural contexts. Key elements such as intrinsic motivation, emotional intelligence, the school environment, the pressure of CLIL educational policies, and the social and cultural demands linked to the prestige given to CLIL programs emerge. The level of professional burnout decreases with increasing years of professional experience. While gender has a slight influence on teachers' perceptions of well-being, the nature of this influence requires further exploration [4]. Among the elements recognized as promoting well-being are the need to communicate problems to colleagues and seek joint solutions, work-life balance, continuous training to meet high professional demands, support from management teams, and healthy interrelationships with families—whether those of the teachers or the students [5].

Funding: This investigation hast been carried out in the framework of the Grant PID2021-128341OB-I00 funded by MCIN/AEI/10.13039/501100011033 and, as appropriate, by the “European Union Next-GenerationEU/PRTR.