1　Introduction

This section introduces recent reform initiatives in China's foreign language education, including MOOCs, blended teaching, interdisciplinary integration, curriculum-based ideological and political education, and artificial intelligence applications, emphasizing the pivotal role of teachers as the foundation of education. Based on the "job-related well-being" requirement proposed in the 2018 central document, it elaborates on the social, contextual, and dynamic characteristics of teacher well-being and its profound impact on teaching effectiveness and student learning experiences. It notes that research on foreign language teacher well-being in China remains in its preliminary stage, then introduces Bronfenbrenner's ecological systems theory as an analytical framework to reveal influencing factors at micro-, meso-, and macro-levels. Finally, it recommends the monograph edited by scholars including Pentón Herrera, arguing that this book provides new theoretical insights and practical solutions for global research on foreign language teacher well-being and holds significant reference value for related research in China.

2　Content Overview

This section systematically reviews the overall structure and core content of the book. The volume comprises an introduction and 16 chapters, organized into five parts following ecological theory to analyze the influencing factors and dynamic mechanisms of English teacher well-being at progressive levels. The introduction presents the research background and rationale for perspective selection; Part One focuses on conceptual definition and theoretical foundations, covering psychological analysis, emotional management, work-life balance, and service support; Part Two enters the micro-level, examining individual and interactional factors such as poetry therapy, teachers' predicaments in developing countries, and self-care practices; Part Three shifts to the meso-level, addressing professional identity construction, appreciative inquiry, trauma-informed training, teachers' status during the pandemic, integration of teacher education, and cultivation of supportive environments in higher education; Part Four extends to the macro-level, investigating sociocultural environments, institutional policies, professional association functions, and challenges facing teachers in specific regions; the final chapter summarizes research findings and advocates a paradigm shift from individual responsibility to ecological care, aiming to build a healthy and sustainable English teaching ecosystem.

3　Brief Evaluation

This section evaluates the book's academic value and practical significance from three aspects: first, it breaks through the limitation of viewing teacher well-being as individual responsibility, revealing it as the result of multiple systems' interaction based on an ecological perspective and calling for re-examination from an ecological care standpoint; second, it proposes concrete action plans for integrating teacher well-being into school ecosystems, covering organizational culture, teacher education, and peer support dimensions, and demonstrates feasibility through case studies; third, it assembles research findings from multiple global locations, presenting diverse perspectives and proposing cooperation strategies including establishing international alliances and conducting cross-national research. Meanwhile, it notes that the book still has room for improvement in theoretical sophistication and conceptual elaboration, requiring further deepening of the theoretical framework and clarification of the application logic of the ecological perspective.

4　Conclusion

This section evaluates the academic contribution and practical value of *Teacher Well-Being in English Language Teaching: An Ecological Perspective*, noting that the book establishes theoretical foundations and provides operational guidelines for teacher well-being research from multi-dimensional ecological levels. It also prospects future research directions, including expanding the depth and breadth of the ecological perspective, integrating multidisciplinary theories and methods, and specifically proposes pathways in China's foreign language education context: constructing supportive ecosystems, developing teacher mental health assessment tools using AI technology, exploring dynamic relationships between teacher well-being and student academic achievement, conducting cross-cultural comparative research, and optimizing educational policies, with the aim of building a healthier and more sustainable English teaching ecosystem.