Teacher Wellbeing in Bilingual Primary Education: An Exploratory Tensional Ecological Interpretation of Teachers’ Accounts from France and Andalusia (Spain)

Primary CLIL teacher wellbeing remains underexplored in France and Spain. This exploratory, context-specific qualitative study examined the factors that ten primary teachers, five in France (Montpellier and Lille) and five in Andalusia, associated with their wellbeing. Bronfenbrenner’s ecological framework, enriched with the ontosystem and the flourishing/floundering distinction, was used as an interpretive device. The interviews were analysed through reflexive thematic analysis. Participants’ accounts converged around perceived gaps in CLIL-specific training, time, coordination, and human and material resources, while differing in how they interpreted programme stability and recent policy change. The analysis tentatively developed a compensatory pedagogy of affection and a broader pattern of professional delegitimation and identity-related loss. Explicit bilingual professional shame appeared in one account. It also identified native-speaker-oriented linguistic self-demand and an emerging pattern of AI-assisted material adaptation across six accounts. We offer a provisional, context-specific tensional ecological framework to organise the relationships participants described between conditions perceived as structural pressures and personal, relational, formative, and material resources. The framework is intended as a heuristic and hypothesis-generating contribution rather than a validated causal or longitudinal model. The findings identify areas for institutional review and further research.