ABSTRACT
The global events of the 21st century, especially during its second decade, contributed to rising rates of mental and emotional health issues around the world, including depression, anxiety, and social isolation. These concerns, which were compounded by the COVID-19 pandemic, are reminding policymakers, scholars, and stakeholders in the field of education about the importance of well-being in schools and in learning. English language teachers' well-being directly affects their effectiveness, teaching practices, classroom atmosphere, teacher-student relationships, and students' well-being and performance, to name a few. In the same way that teacher preparation and knowledge affect teachers' performance, so does teacher well-being. With the purpose of situating teacher well-being in English language teaching (ELT), this chapter provides a brief overview of existing published works highlighting the effects of well-being on teachers' personal and professional lives. It introduces the topic of well-being and teacher well-being in ELT. The chapter divides the manuscript into three main sections, each addressing a salient topic affecting language teacher well-being-namely, emotions in ELT, work-life balance in ELT, and services and supports in ELT. It introduces the topic with a vignette, followed by a brief overview of the literature. (PsycInfo Database Record (c) 2023 APA, all rights reserved)