ABSTRACT
Language teacher well-being is a multifaceted and dynamic construct shaped by personal, social, and institutional factors. In Australia, the marginalisation of language learning within an ‘English monolingual mindset’ adds to the challenges faced by language teachers. For pre-service language teachers (PSLTs), these challenges intersect with their transitional identity journey as they typically move from students to teachers and grapple with issues of linguistic confidence, cultural competence, and professional recognition. These experiences significantly influence their well-being and readiness for the profession. In this study, we explored the well-being of 24 PSLTs of seven languages: French, German, Indonesian, Italian, Japanese, Mandarin Chinese, and Spanish. Using Q methodology and semi-structured interviews, this research identified four distinct perspectives on well-being. Key findings revealed that confidence in language use, ability to integrate culture into teaching, and access to professional support networks were critical factors influencing well-being. Additionally, a strong multilingual identity appeared to support well-being, while uncertainty about linguistic legitimacy contributed to stress and self-doubt. While some participants expressed insecurity about their language proficiency, others highlighted the importance of immersion experiences in fostering confidence and agency. The findings underscore the need for teacher education programmes to address systemic challenges and provide targeted support, enabling future language teachers to establish their professional identities and sustain their well-being in a demanding educational context.
