Language instructors, teacher educators, new and experienced teachers, professional-development coordinators, school administrators, educational leaders, and researchers interested in teacher learning, motivation, retention, and well-being.

The article can be used for instructor professional development, teacher-learning communities, workshops, or discussions about teacher well-being and effective professional learning. It may encourage instructors to reflect on whether the professional development available to them actually addresses their individual needs. Teacher educators and administrators can also use the findings when considering how professional learning opportunities can be made more flexible, relevant, and responsive to different teachers.

The article provides a research-based perspective on the relationship between professional learning and teacher well-being rather than assuming that simply providing more professional development will automatically benefit teachers. It highlights the importance of matching learning opportunities with teachers' actual professional needs and of supporting both teacher confidence and a sense of purpose in the profession. The study is particularly timely for discussions surrounding teacher motivation, job satisfaction, professional growth, and retention. As the research uses cross-sectional self-report data from secondary teachers in France and Australia, its findings describe associations rather than proving that professional learning directly causes greater well-being.