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Social sustainability of teacher communities addresses the risk of teacher isolation and low teacher vitality. Blended professional learning networks (B-PLNs) providing online and face-to-face collegial learning are booming in the Web 2.0 era to support teachers in the face of various challenges. So far, what is lacking is a thorough investigation into the process where teachers break teacher isolation, regain their energy, and sustain the life of B-PLNs. The purpose of this case study was to investigate reoccurring topics shared in a sustainable B-PLN for EFL teachers in Taiwan. This B-PLN has attracted over 4600 members online and holds regular learning activities. Participants were interviewed to reflect on their experience in the target B-PLN. Applying content analysis, we generated a two-cycle coding scheme through the lens of self-determination and ego depletion theories. The results revealed that teachers initially joined the B-PLN with low energy, showing prominent need for competence. At the process stage, their energy rose with the need for relatedness noticeably satisfied. Finally, collective vitality of altruism, engagement, empowerment, and positive emotions uniquely emerged. Further, immediate keyword feedback complemented the findings. We argued that the transition from low individual energy to high collective energy demonstrates the social sustainability process of this influential B-PLN.

How Energy Maintains Social Sustainability of Teachers’ Learning Communities: New Insights from a Blended Professional Learning Network