“…teachers' emotions (e.g., Etherington et al, 2020), the concept of well-being has been under-represented in scholarship on EAP teaching, although research has persistently argued for widening the landscape of EAP teachers' work, with a special focus on how context mediates their professional experiences and the quality of life they experience in light of such contextual ties (e.g., Basturkmen, 2014;Du et al, 2022). Considering that research (e.g., Atai et al, 2022;Derakhshan et al, 2023;Kaivanpanah et al, 2021) has extensively shown the profound effect of contextual factors on EAP teachers' emotions, identities, and professional memberships, such factors could also influence EAP teachers' well-being as well. However, it is not clear how context shapes the teachers' wellbeing, especially in the Iranian context where factors shaping well-being could function more substantially (see Derakhshan et al, 2023;Ebadijalal & Moradkhani, 2022).…”