With the burgeoning of positive psychology, foreign language teaching enjoyment (FLTE) was introduced as a combination of personal and social enjoyment and student appreciation. Despite its critical role in language teachers’ professional development and psychological growth, scant qualitative attention has been paid to clarify how it can be developed. Moreover, there needs to be more cross-cultural evidence to clarify the role of contextual and cultural factors in shaping teachers' FLTE. Therefore, this study explored how Iranian and Turkish EFL teachers experienced and developed enjoyment in their teaching careers. The study followed a cross-sectional and cross-cultural perspective as a research design. Purposeful and convenience sampling strategies were used to reach the target participants, and there were 24 Turkish EFL teachers and 22 Iranian EFL teachers in the study. An online survey method involving open-ended questions was employed to collect data. Thematic analysis was performed to interpret the data. The FLTE among Iranian and Turkish teachers were depicted under the main themes of feelings, enhancing factors, challenges, individual coping strategies, and suggested solutions. The findings implied the dynamic nature of FLTE. Based on the findings, several implications were highlighted to enhance the FLTE of Iranian and Turkish EFL teachers in educational contexts.

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培养伊朗和土耳其英语教师的外语教师兴趣：一项跨文化研究

随着积极心理学的兴起，外语教学享受（FLTE）被引入，作为个人和社会享受以及学生欣赏的结合。尽管它在语言教师的专业发展和心理成长中发挥着至关重要的作用，但人们很少对它的发展进行定性关注。此外，需要更多的跨文化证据来阐明背景和文化因素在塑造教师 FLTE 中的作用。因此，本研究探讨了伊朗和土耳其英语教师如何在教学生涯中体验和发展乐趣。该研究遵循横断面和跨文化的视角作为研究设计。采用有目的且方便的抽样策略来接触目标参与者，研究中有 24 名土耳其英语教师和 22 名伊朗英语教师。采用涉及开放式问题的在线调查方法来收集数据。进行主题分析来解释数据。伊朗和土耳其教师的 FLTE 的主题是感受、增强因素、挑战、个人应对策略和建议的解决方案。研究结果暗示了 FLTE 的动态特性。根据调查结果，强调了在教育环境中提高伊朗和土耳其英语教师的 FLTE 的一些影响。