Demir, Bora2025-01-272025-01-2720242364-5040https://doi.org/10.1007/s41042-024-00178-xhttps://hdl.handle.net/20.500.12428/12665This qualitative research study investigates the perceptions of 104 English language instructors regarding the interplay between well-being and mental health within the context of higher education. The study employs content analysis to analyze responses gathered through semi-structured interviews adopted from O’Brien and Guiney (2019). The analysis of the collected data reveals a unanimous consensus among respondents that a profound link exists between well-being and mental health. English language instructors consistently emphasized the pivotal role of positive relationships in the workplace as the primary source of well-being. These findings underscore the significance of fostering a supportive and collegial atmosphere in the academic environment to enhance the overall well-being of instructors. Additionally, a majority of the participants expressed agreement with the notion that socialization and dedicating time for self-care constitute effective strategies for promoting well-being. This aspect of the study highlights the importance of both interpersonal connections and self-care practices as essential components of maintaining well-being among English language instructors in higher education. This research contributes valuable insights to the ongoing discourse surrounding staff well-being in higher education and emphasizes the need for institutions to prioritize initiatives that foster positive workplace relationships and encourage self-care practices to promote the overall well-being and mental health of instructors. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.eninfo:eu-repo/semantics/closedAccessEnglish language instructors; Positive psychology; Teacher well-beingArticle931491151010.1007/s41042-024-00178-x2-s2.0-85197685640Q1