Exploring the Role of Positive Psychology in Higher Education: Examining Elements that Enable or Impede Language Educator Well-being

The role that positive psychology plays in language education is examined in this research, with particular attention to the factors that support or challenge language teachers' well-being. Building on the corpus of research already conducted on the topic, this study investigates how positive psychology techniques might enhance the well-being of English language teachers working in East Asian higher education settings. To find similar themes among the viewpoints, attitudes, and experiences of these educators, the study employs focus groups with 86 educators who teach at institutions in China, Hong Kong, Japan, South Korea, and Thailand. The transcripts of these focus groups are then subjected to thematic analysis. Finally, the study identifies teachers as recognising several personal and professional benefits to utilising positive psychology, as well as highlighting the features of positive psychology and its strategies that teachers feel are the most conducive to their well-being and personal growth.