Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 25 May 2022

Teacher Enthusiasm and Collaborative School Climate

Gülay Öngel, Erkan Tabancalı

Şehit Batuhan Ergin Anatolian High School (Turkey), Yıldız Technical University (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.02.494

Pages: 347-356

Keywords: Teacher Enthusiasm, Collaborative School Climate, Teacher Collaboration, School Principal Collaboration

Abstract

The main aim of efforts to improve teaching is to create conditions that are more supportive of student learning and social development. The most tangible output of teaching activities occurs during the teaching activities conducted in the classroom environment. It is therefore reasonable to focus on what happens in the classroom to improve teaching. The quality of interactions between students and teachers is affected by the emotional states of both parties. Positive emotions arising from teachers are an important factor in high-quality teaching experiences for both parties. Due to the enriching and affirming effects of teacher enthusiasm in classroom interactions, it is important to investigate the underlying processes. For that reason, this research was designed to investigate the effects of supportive and collaborative processes on teacher enthusiasm. As a result of this research, it was concluded that organizational values and practices that facilitate and encourage information exchange increase teacher enthusiasm. In this respect, investigating organizational processes that facilitate cooperation and positively affect the achievement of school goals may be beneficial in terms of increasing the effectiveness of schools.

References

  1. Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291-307. https://doi.org/10.1177/1365480215612616

  2. Bailes, L. (2015). Predictors of school effectiveness. In M. F. DiPaola, & W. K. Hoy (Eds.), Leadership and school quality (pp. 147-161). Charlotte: Information Age Publishing.

  3. Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and work engagement: The JD–R approach. Annu. Rev. Organ. Psychol. Organ. Behav., 1(1), 389-411. https://doi.org/10.1146/annurev-orgpsych-031413-091235

  4. Bloom, N., Lemos, R., Sadun, R., & Van Reenen, J. (2015). Does management matter in schools?. The Economic Journal, 125(584), 647-674. https://doi.org/10.1111/ecoj.12267

  5. Burić, I., & Moe, A. (2020). What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education, 89, 103008. https://doi.org/10.1016/j.tate.2019.103008

  6. Cheng, Z. (2014). The effects of employee involvement and participation on subjective wellbeing: evidence from urban China. Social Indicators Research, 118(2), 457-483.

  7. Cui, G., Yao, M., & Zhang, X. (2017). Can nursing students' perceived teacher enthusiasm dampen their class-related boredom during theoretical lessons? A crosssectional study among Chinese nursing students. Nurse Education Today, 53, 29– 33. https://doi.org/10.1016/j.nedt.2017.04.003

  8. Day, C. (2004). A passion for teaching. New York: Routledge Falmer.

  9. Garrick, A., Mak, A. S., Cathcart, S., Winwood, P. C., Bakker, A. B., & Lushington, K. (2017). Teachers’ priorities for change in Australian schools to support staff well-being. The Asia-Pacific Education Researcher, 26(3), 117-126.

  10. Gregory, A., Henry, D. B., & Schoeny, M. E. (2007). School climate and implementation of a preventive intervention. American journal of community psychology, 40(3), 250-260.  https://doi.org/10.1007/s10464-007-9142-z

  11. Frenzel, A. C., Taxer, J. L., Schwab, C., & Kuhbandner, C. (2019). Independent and joint effects of teacher enthusiasm and motivation on student motivation and experiences: A field experiment. Motivation and Emotion, 43(2), 255-265. https://doi.org/10.1007/s11031-018-9738-7

  12. Frommelt, M., Schiefele, U., & Lazarides, R. (2021). Teacher enthusiasm, supportive instructional practices, and student motivation in mathematics classrooms. Interdisciplinary Education and Psychology, 2(3), 1-5.

  13. Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. Handbook of the Economics of Education, 2, 1051-1078. https://doi.org/10.1016/S1574-0692(06)02018-6

  14. Hariharan, M., & Rana, S. (2016). Conceptual complexity of resilience. In Updesh Kumar (Eds.), The Routledge international handbook of psychosocial resilience. New York:
    Routledge

  15. Hargreaves, A., & O’Connor, M. T. (2018). Solidarity with solidity: The case for collaborative professionalism. Phi Delta Kappan, 100(1), 20–24. https://doi.org/10.1177/0031721718797116

  16. Hoy, A. W., & Hoy, W. K. (2006). Instructional leadership: A research-based guide to learning in schools. New Zealand: Pearson Education.

  17. Jong, L., Meirink, J., & Admiraal, W. (2019). School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education, 86, 102925. https://doi.org/10.1016/j.tate.2019.102925

  18. Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage publications.

  19. Kasalak, G., & Dagyar, M. (2020). The Adaptation of Teacher Enthusiasm Scale into Turkish Language: Validity and Reliability Study. International Journal of Curriculum and Instruction, 12(2), 797-814.

  20. Keller, M. M., Goetz, T., Becker, E. S., Morger, V., & Hensley, L. (2014). Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students' interest. Learning and Instruction, 33, 29-38. https://doi.org/10.1016/j.learninstruc.2014.03.001

  21. Keller, M. M., Hoy, A. W., Goetz, T., & Frenzel, A. C. (2016). Teacher enthusiasm: Reviewing and redefining a complex construct. Educational Psychology Review, 28(4), 743-769. https://doi.org/10.1007/s10648-015-9354-y

  22. Kim, T., & Schallert, D. L. (2014). Mediating effects of teacher enthusiasm and peer enthusiasm on students’ interest in the college classroom. Contemporary Educational Psychology, 39(2), 134-144. https://doi.org/10.1016/j.cedpsych.2014.03.002

  23. Kunter, M., Tsai, Y. M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction. Learning and instruction, 18(5), 468-482. https://doi.org/10.1016/j.learninstruc.2008.06.008

  24. Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36(4),289-301. https://doi.org/10.1016/j.cedpsych.2011.07.001

  25. Kunter, M., & Holzberger, D. (2014). Loving teaching: Research on teachers’ intrinsic orientations. In Paul W. Richardson, Stuart A. Karabenick & Helen M. G. Watt (Eds.),Teacher motivation (pp. 83-99). New York: Routledge.

  26. Lazarides, R., Gaspard, H., & Dicke, A. L. (2019). Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction, 60, 126-137. https://doi.org/10.1016/j.learninstruc.2018.01.012.

  27. Lazarides, R., Fauth, B., Gaspard, H., & Göllner, R. (2021). Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education. Learning and Instruction, 73, 101435. https://doi.org/10.1016/j.learninstruc.2020.101435

  28. Leithwood, K., Sun, J., & Pollock, K. (Eds.). (2017). How school leaders contribute to student success: The four paths framework (Vol. 23). Springer.

  29. Li, C., & Dewaele, J. M. (2020). The predictive effects of trait emotional intelligence and online learning achievement perceptions on foreign language class boredom among Chinese university students. Foreign Languages​​ and Foreign Language Teaching, 5, 33-44. https://doi.org/10.13458/j.cnki.flatt.004711

  30. Limon, İ., & Durnalı, M. (2017). Adaptation of collaborative climate scale into Turkish: the study of validity and reliability. Sakarya University Journal of Education, 7(2), 282-294.

  31. Macey, W., & Schneider, B. (2008). Engaged in Engagement: We Are Delighted We Did It. Industrial and Organizational Psychology, 1(1), 76-83. doi:10.1111/j.1754-9434.2007.00016.x

  32. Mahler, D., Grossschedl, J., & Harms, U. (2018). Does motivation matter?–The relationship between teachers’ self-efficacy and enthusiasm and students’ performance. PloS one, 13(11), e0207252. https://doi.org/10.1371/journal.pone.0207252

  33. Metcalfe, A., & Game, A., (2006). The teacher’s enthusiasm. The Australian Educational Researcher, 33, 91–106 (2006). https://doi.org/10.1007/BF03216843

  34. Mitchell, M. (2013). Teacher enthusiasm: Seeking student learning and avoiding apathy. Journal of Physical Education, Recreation & Dance, 84(6), 19-24. https://doi.org/10.1080/07303084.2013.779536

  35. Natof, T. H., & Romanczyk, R. G. (2009). Teaching students with ASD: does teacher enthusiasm make a difference?. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 24(1), 55-72.  https://doi.org/10.1002/bin.272

  36. Olga, K., Galikhanov, M., Julia, K. (2019). Interrelation of Enthusiasm for Work and Professional Burning Out at Teachers of Engineering Higher Education Institution. In: Auer, M., Tsiatsos, T. (Eds) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, vol 917. Springer, Cham

  37. Oprea, C. L. (2013). The Enthusiastic Teaching–The Actor's Art Didactically Transposed for Teachers. Procedia-Social and Behavioral Sciences, 76, 602-607. https://doi.org/10.1016/j.sbspro.2013.04.172.

  38. Orosz, G., Tóth-Király, I., Bőthe, B., Kusztor, A., Kovács, Z. Ü., & Jánvári, M. (2015). Teacher enthusiasm: a potential cure of academic cheating. Frontiers in psychology, 6, 318. https://doi.org/10.3389/fpsyg.2015.00318

  39. Özen, Y., Gül, A. (2007). Sosyal ve Eğitim Bilimleri Araştırmalarında Evren ve Örneklem Sorunu, Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi (5),394-422

  40. Patrick, B. C., Hisley, J., & Kempler, T. (2000). "What's everybody so excited about?": The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68(3), 217–236. https://doi.org/10.1080/00220970009600093

  41. Punia, P. & Bala, M. (2021). Development and Validation of Teacher Enthusiasm Scale. Polish Psychological Bulletin, 52(1), 117–129. https://doi.org/10.24425/ppb.2021.136822

  42. Poom-Valickis, K., Eisenschmidt, E., & Leppiman, A. (2022). Creating and Developing a Collaborative and Learning-Centred School Culture: Views of Estonian School Leaders. Center for Educational Policy Studies Journal.  https://doi.org/10.26529/cepsj.1029

  43. Reeve, J., & Su, Y. L. (2014). 21 Teacher Motivation. In Marylene Gagne (Eds.), The Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory, 349-361. New York: Oxford University Press.

  44. Ritzer, G., & Stepnisky, J. (2017). Sociological theory. Sage publications.

  45. Russell, J. F. (2008). Enthusiastic Educational Leadership. Florida Journal of Educational Administration & Policy, 1(2), 79-97.

  46. Scheer, M. (2021). Enthusiasm: Emotional practices of conviction in Modern Germany. Oxford University Press.

  47. Shakoor, A., & Iqbal, M. J. (2018). Practices of education managers to increase teachers’ enthusiasm for achievement of desired results in work. Advanced Education, 132-139.

  48. Sheppard, B., Hurley, N., & Dibbon, D. (2010). Distributed Leadership, Teacher Morale, and Teacher Enthusiasm: Unravelling the Leadership Pathways to School Success. Online Submission.

  49. Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785.

  50. Sveiby, K.-E., & Simons, R. (2002). Collaborative climate and effectiveness of knowledge work: An empirical study. Journal of Knowledge Management, 6(5), 420–433. https://doi.org/10.1108/13673270210450388

  51. Tłuściak-Deliowska, A. (2018). Creating a collaborative school culture to ensure the whole school development. Why it is important and why it’s not easy? In Roman Dorczak (Eds.), Leading and Managing for Development.

  52. Tran, T., Hoang, A. D., Nguyen, Y. C., Nguyen, L. C., Ta, N. T., Pham, Q. H., ... & Nguyen, T. T. (2020). Toward sustainable learning during school suspension: Socioeconomic, occupational aspirations, and learning behavior of vietnamese students during COVID-19. Sustainability, 12(10), 4195.  https://doi.org/10.3390/su12104195

  53. Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational research review, 15, 17-40. https://doi.org/10.1016/j.edurev.2015.04.002

  54. Wenström, S. (2020). Enthusiasm as a driving force in vocational education and training (VET) teachers’ work.–Defining positive organization and positive leadership in VET.

  55. Wenström, S. & Kuortti, K. (2022). Enthusiasm as a driving force. In Sanna Hyvärinen, Tanja Äärelä & Satu Uusiautti (Eds.), Positive Education and Work: Less Struggling, More Flourishing. Cambridge Scholars Publishing

  56. Wenström, S., Uusiautti, S., & Määttä, K. (2018). " The force that keeps you going": Enthusiasm in vocational education and training (VET) teachers' work. International Journal for Research in Vocational Education and Training (IJRVET), 5(4), 244-263.

  57. Zembylas, M., & Barker, H. B. (2007). Teachers’ spaces for coping with change in the context of a reform effort. Journal of educational change, 8(3), 235-256.

  58. Zhang, Q. (2014). Assessing the effects of instructor enthusiasm on classroom engagement, learning goal orientation, and academic self-efficacy. Communication Teacher, 28(1), 44-56. https://doi.org/10.1080/17404622.2013.839047