The Well-Being and Job Satisfaction of Secondary CLIL and Tertiary EMI Teachers in Austria

Autor/inn/en	Hessel, Gianna; Talbot, Kyle R.; Gruber, Marie-Theres; Mercer, Sarah
Titel	The Well-Being and Job Satisfaction of Secondary CLIL and Tertiary EMI Teachers in Austria
Quelle	In: Journal for the Psychology of Language Learning, 2 (2020) 2, S.73-91 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2642-7001
Schlagwörter	Content and Language Integrated Learning; Well Being; Job Satisfaction; Secondary School Teachers; College Faculty; Second Language Instruction; Language Teachers; Teacher Attitudes; Foreign Countries; Instructional Program Divisions; English (Second Language); Language of Instruction; Austria + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Well-being; Wellness; Wohlbefinden; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Fakultät; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Österreich
Abstract	Previous studies have highlighted the unique challenges that may threaten the well-being of teachers in CLIL/EMI contexts, as well as unique opportunities that may positively impact their well-being (Moate, 2011; Pappa et al., 2017; Talbot et al., 2021). Results from Talbot et al. (2021) suggest that, in the Austrian context, the well-being of secondary CLIL teachers may be more at risk than that of tertiary EMI teachers. As such, the present study aimed to investigate this notion further through a comparative survey examining the well-being and job satisfaction of secondary CLIL and tertiary EMI teachers in Austria. In total, 123 secondary CLIL teachers and 219 tertiary EMI teachers completed the questionnaire survey. Results show that CLIL teachers tended to score consistently lower on several key dimensions related to well-being than EMI teachers, while the differences in job satisfaction were far less pronounced. Thus, the findings of this study lend empirical support to the notion that CLIL teachers at Austrian secondary schools may be more at risk in terms of their well-being than their colleagues at tertiary level. The survey data also provides valuable insights into teacher beliefs associated with professional well-being. An important implication for practice is that those teachers who felt more adequately trained to teach CLIL/EMI classes tended to report significantly higher professional well-being than their colleagues at both the secondary and tertiary level. (As Provided).
Anmerkungen	International Association for the Psychology of Language Learning. 1114 W Call Street, College of Education, Florida State University, Tallahassee, FL 32306. e-mail: jpll.editors@gmail.com; Web site: http://jpll.org/index.php/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01