This article presents preliminary research regarding sign language interpreter educators’ experiences of job demands and job resources. The study draws on job demand–resources theory (Bakker et al, 2014), where job demands have been identified as leading causes of burnout leading to poor health and negative organizational outcomes, and job resources are the main drivers of work engagement leading to increased well-being and positive organizational outcomes. In considering the ‘readiness to work’ gap evident in graduating sign language interpreting students (Anderson & Stauffer, 1990), not enough attention has been paid to interpreter educators’ ability to deliver what is needed. By examining the balance (or lack thereof) between job demands and job resources, we may have a better understanding of the pressures that sign interpreter educators face in delivering the level of education needed to prepare sign language interpreting students. This article provides an overview of a qualitative scoping study, which involved conducting semistructured interviews with eight sign language interpreter educators in four different English-speaking countries, and the key themes that emerged in terms of the job demands experienced by, and job resources available to, sign language interpreter educators, with suggestions as to the potential relationship to student readiness to work as interpreters.


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