Teacher Well‐Being Across Educational Contexts in Türkiye: A Narrative‐Ecological Analysis of Workload, Accountability, and Recognition
This narrative inquiry examines English teacher well‐being across three institutional contexts in Türkiye: private K‐12 schooling, state vocational education, and a university language unit. Drawing on life‐story conversations, follow‐up elicitation interviews, and participant‐selected anonymized artifacts, it explor...