Purpose: Even though research on teacher wellbeing has recently generated considerable interest in the field of teacher psychology, investigations of the subjective wellbeing of ICLHE teachers remain relatively scarce and have not found their way into teacher development. It is therefore worth investigating whether teachers in tertiary education struggle or flourish in their role as ICLHE teachers, what factors appear to diminish or enhance their wellbeing and how teacher development can address these factors. Design/methodology/approach: Based on a nation-wide study on the subjective wellbeing of Austrian CLIL teachers in primary and secondary education, data for this paper were generated from ten semi-structured interviews with ICLHE teachers who discussed their ability to cope with the spate of new tasks and to remain optimistic despite the emotional and social demands they have to face. The findings below are the result of a thematic analysis following procedures laid out by Braun and Clarke ([2006] "Using Thematic Analysis in Psychology." Qualitative Research in Psychology 3 (2): 77-101.). Findings: Our study shows that teachers manage the challenges of having to teach in English better if they perceive their work as rewarding, have a strong social network and see a clear purpose in their work. It seems that particularly in tertiary education, goals, motivation and possibly prestige connected with ICLHE help reduce the impact of stress and other challenges. Originality/value: Based on our findings, we developed a combined Interactive Balance Model for Managing Wellbeing which offers a feasible avenue to explore individuals' positive psychological resources. We hope that this model will provide a framework for effective ICLHE teacher development.
