PRISM Model for Workplace Well-Being: Enhancing Autonomy-Supportive Teaching

Learner autonomy has long been recognized as a cornerstone of successful second language (L2) instruction; however, the connection between instructors’ workplace well-being (WWB) and autonomy-supportive teaching has been little explored. Guided by the PRISM framework (Kellerman & Seligman, 2023), this study draws on interviews with 11 higher education L2 instructors from four countries to examine how Prospection, Resilience, Innovation, Social Support, and Mattering shape autonomy-supportive teaching beyond the classroom. Prospective instructors more readily adapt to changing circumstances, designing flexible out-of-class learning activities. Resilient instructors employ emotional regulation andcognitive agility to manage workload pressures, while those with an innovative mindset embrace divergent thinking and iterative learning strategies, often adopting new technologies, especially when backed by social support from colleagues and administrators. A clear sense of mattering kept instructors motivated to pursue student-centered learning beyond class. These findings suggest that strong WWB supports L2 instructors’ job satisfaction and strengthens their commitment to promoting learner autonomy. These findings carry important implications for educational leaders and policy makers, suggesting that targeted professional development and institutional frameworks aligned with the PRISM Model can create supportive, autonomy-friendly environments where both instructors and learners thrive.