Exploring Language Teachers’ Engagement Amid Adversity: A Qualitative Study of Grit, Professional Immunity, and Psychological Well-being

In recent years, language teachers have faced increasing professional demands arising from rapid educational change, institutional pressures, and heightened emotional and cognitive workloads. These challenging conditions have drawn renewed attention to teachers’ work engagement, a key indicator of instructional quality, professional commitment, and sustainable teaching practice. Framed within an interdisciplinary perspective integrating educational psychology, teacher education, and well-being research, this study examined the roles of grit, teacher immunity, and psychological well-being in shaping language teachers’ work engagement. A qualitative phenomenological approach was employed, with 20 language teachers participating through semistructured interviews. Thematic analysis revealed four main themes: sustained professional commitment, the role of grit in overcoming challenges, teacher immunity as a protective mechanism, and psychological well-being and emotional resilience. Findings indicated that engagement is a dynamic and multifaceted process, influenced by internal psychological resources and professional dedication. The interaction of grit, immunity, and well-being collectively fosters teachers’ resilience, motivation, and sustained commitment. The study highlights the importance of cultivating personal psychological resources alongside institutional support to sustain language teachers’ engagement in challenging contexts.