The role of institutions in language teacher educator well‐being: Unpacking the third pillar of positive psychology

Abstract Although research on language teacher well‐being is expanding, that of language teacher educators (LTEs) remains scarce. Additionally, while investigation into the first two pillars of positive psychology (subjective emotion and individual traits) is thriving, little has been done to address the third pillar, institutions. To address this gap, this study examines the role of institutions in shaping LTE well‐being by adopting an ecological perspective that explores how institutional structures, cultures, and practices help or hinder LTEs’ capacity to flourish within their professional contexts. Dyadic and individual semi‐structured interviews generated data from 12 LTEs working across geographically, culturally and institutionally diverse settings worldwide. The interviews were analysed thematically using iterative coding to identify patterns related to well‐being, institutional affordances, and sources of tension. Findings reveal that LTE well‐being is influenced by complex interactions of personal values, institutional expectations, as well as broader national and global ecologies. Central themes include workload intensity and multiple roles, disjointed institutional and personal values, notions of status and recognition, and the effects of institutional norms combined with formal policies. The study contributes to positive psychology in language education by reconceptualizing institutions not as static backdrops but as dynamic, meaning‐laden ecologies that interact with individual psychologies. Implications are discussed for theory development, institutional practice and future research on educator well‐being in applied linguistics.