Research Article
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Factors Influencing Teacher Enthusiasm: A Qualitative Study in Turkish Context

Year 2024, Volume: 11 Issue: 6, 172 - 188, 01.11.2024
https://doi.org/10.17275/per.24.85.11.6

Abstract

This study explores the factors influencing teacher enthusiasm in Turkish public schools through a qualitative, exploratory case study design conducted in two provinces in the northwestern region of Türkiye. Data were collected from 28 teachers using semi-structured interviews, with participants selected through convenience and maximum variation sampling methods. Content analysis was employed to analyze the data. The research identified three primary themes: personal factors, contextual factors, and external factors. Personal factors include motivation, affection for teaching and job satisfaction. Contextual factors encompass students’ academic performance and behaviors, school leadership practices, relationships with colleagues, and working conditions. External factors involve parental attitudes, educational policies, the value perception of the teaching profession, and incentives and rewards. The findings emphasize the critical role of personal motivation, affection for teaching, and job satisfaction in fostering teacher enthusiasm. Additionally, supportive leadership, positive student interactions, and a collaborative work environment are crucial contextual factors. External factors such as positive parental attitudes, consistent educational policies, societal recognition of the teaching profession, and appropriate incentives and rewards also play a vital role in fostering teacher enthusiasm. These results suggest that policymakers should prioritize consistent educational policies as well as recognition and rewards for teachers, while school principals should create supportive and collaborative environments. By addressing these areas, stakeholders can enhance teacher enthusiasm, ultimately improving teaching quality and student outcomes.

Ethical Statement

I declare that the study complies with ethical principles.

References

  • Atkinson, E. S. (2000). An investigation into the relationship between teacher motivation and pupil motivation. Educational Psychology, 20(1), 45-57.
  • Bedir, H., & Yıldırım, Ö. G. R. (2000). Teachers’ enthusiasm in elt classes: Views of both students and teachers. Journal of Cukurova University Institute of Social Sciences, 6(6), 119-130.
  • Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2022). The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation. Educational Studies, 48(5), 602-624.
  • Bettencourt, E. M., Gillett, M. H., Gall, M. D., & Hull, R. E. (1983). Effects of teacher enthusiasm training on student on-task behavior and achievement. American Educational Research Journal, 20(3), 435-450.
  • Brophy, J., & Good, T. L. (1986). Teacher behavior and student achievement. In M.Wittrock (Ed.), Handbook of research on teaching (pp. 340–370). New York, NY: Macmillan Library.
  • Burić, I., & Moè, A. (2020). What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education, 89, 103008.
  • Cobb, S. L., & Foeller, W. H. (1992). An organizational behavior analysis of teacher attitudes about teaching high school economics. Theory and Research in Social Education, 20(4), 421–439.
  • Collins, M. L. (1978). Effects of enthusiasm training on preservice elementary teachers. Journal of Teacher Education, 29(1), 53-57.
  • Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria, Qualitative Sociology, 13(1), 3-21.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1), 1-44.
  • Engin, G. (2020). An examination of primary school students’ academic achievements and motivation in terms of parents’ attitudes, teacher motivation, teacher self-efficacy and leadership approach. International Journal of Progressive Education, 16(1), 257-276.
  • Feldman, K. A. (1976). The superior college teacher from the students’ view. Research in Higher Education, 5, 243-288.
  • 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, 255-265.
  • Guetterman, T. C. (2015). Descriptions of sampling practices within five approaches to qualitative research in education and the health sciences. Forum: Qualitative Social Research, 16(2), Article 25.
  • Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819. https://doi.org/10.1080/2331186x.2016.1217819
  • Hanushek, E. A., Piopiunik, M., & Wiederhold, S. (2019). Do smarter teachers make smarter students? Education Next, 19(2), 57-64.
  • Hatfield, E., Cacioppo, J. T., & Rapson, R. L. (1993). Emotional contagion. Current Directions in Psychological Science, 2(3), 96-100.
  • Hojo, M. (2021). Association between student-teacher ratio and teachers’ working hours and workload stress: Evidence from a nationwide survey in Japan. BMC Public Health, 21, 1-8.
  • Jones, A. L., & Kessler, M. A. (2020). Teachers’ emotion and identity work during a pandemic. Frontiers in Education, 5, 1–9. https://doi.org/10.3389/feduc.2020.583775
  • Karamustafaoğlu, O., & Özmen, H. (2004). Toplumumuzda ve öğretmen adayları arasında öğretmenlik mesleğine verilen değer üzerine bir araştırma [A study on the value given to the teaching profession in our society and among prospective teachers]. Journal of Values Education, 2(6), 34-49.
  • Kasalak, G., & Dağyar, M. (2021). Teacher burnout and demographic variables as predictors of teachers’ enthusiasm. Participatory Educational Research, 9(2), 280-296.
  • 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.
  • Keller, M. M., Hoy, A. W., Goetz, T., & Frenzel, A. C. (2016). Teacher enthusiasm: Reviewing and redefining a complex construct. Educational Psychology Review, 28, 743-769.
  • Keller, M., Neumann, K., & Fischer, H. E. (2013). Teacher enthusiasm and student learning. In J. Hattie (Ed.), International guide to student achievement (pp. 247-249). New York, NY, US: Routledge.
  • 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.
  • Kunter, M. (2013). Motivation as an aspect of professional competence: Research findings on teacher enthusiasm. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV Project (pp. 273–289). Springer.
  • Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36(4), 289-301.
  • 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.
  • Lazarides, R., Buchholz, J., & Rubach, C. (2018). Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms. Teaching and Teacher Education, 69, 1-10.
  • 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.
  • Leymun, Ş. O., Odabaşı, F., & Yurdakul, I. K. (2017). The importance of case study research in educational settings. Journal of Qualitative Research in Education, 5(3), 367-385.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • Long, J. F., & Hoy, A. W. (2006). Interested instructors: A composite portrait of individual differences and effectiveness. Teaching and Teacher Education, 22(3), 303-314.
  • 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.
  • Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum Development.
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: SAGE Publications
  • Moè, A., & Katz, I. (2022). Need satisfied teachers adopt a motivating style: The mediation of teacher enthusiasm. Learning and Individual Differences, 99, 102203. https://doi. org/10.1016/j.lindif.2022.102203
  • Murphy, C. A. & Walls, R. T. (1994). Concurrent and sequential occurrences of teacher enthusiasm behaviours. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
  • OECD. (2019). PISA 2018 results (volume III): What school life means for students’ lives. Paris: OECD Publishing
  • Öngel, G., & Tabancalı, E. (2022). Teacher enthusiasm and collaborative school climate. Education Quarterly Reviews, 5(2), 347-356.
  • Palmer, D. (2020). Teacher Enthusiasm and Student Motivation for Learning. Global Journal of Educational Studies, 6(1), 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. The Journal of Experimental Education, 68(3), 217-236.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage Publications.
  • Pişkin, Z., & Parlar, H. (2021). Investigation of teaching profession in terms of social status and perception. Academic Platform Journal of Education and Change, 4(1), 1-28
  • Porter, K., Miles, P. J., & Donaldson, D. I. (2022). Teachers’ emotions in the time of COVID: Thematic analysis of interview data reveals drivers of professional agency. Frontiers in Psychology, 13, 987690. https://doi.org/10.3389/fpsyg.2022.987690
  • Schreier, M. (2012). Qualitative content analysis in practice. Sage Publications.
  • Sheppard, B., Hurley, N., & Dibbon, D. (2010). Distributed leadership, teacher morale, and teacher enthusiasm: unravelling the leadership pathways to school success. Paper presented at American Educational Research Association Denver, Colorado.
  • Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.
  • Spotkov, L. (2018). Teacher enthusiasm on student motivation and achievement. Proceedings of World Congress on Education, 154-160.
  • Stenlund, K. V. (1994). Sources of enthusiasm and discouragement: a comparative study of selected Japanese and Canadian secondary school teachers (Unpublished doctoral dissertation). University of Michigan, Ann Arbor, MI.
  • Sürücü, A., & Ünal, A. (2018). Investigation of teacher behavior increasing and reducing student motivation. OPUS International Journal of Society Researches, 8(14), 253-295.
  • Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & Geijsel, F. P. (2011). How to improve teaching practices: the role of teacher motivation,organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496-536.
  • 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.
  • Witcher, A. E., Onwuegbuzie, A. J., & Minor, L. C. (2001). Characteristics of effective teachers: perceptions of preservice teachers. Research in the Schools, 8(2), 45-57.
  • Wood, A. M. (1998). The effects of teacher enthusiasm on student motivation, selective attention, and text memory (Unpublished doctoral thesis). University of Western Ontario. London.
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (8th ed.). Ankara: Seçkin Publishing.
  • Yin, R. K. (2018). Case study research and applications (Vol. 6). Thousand Oaks, CA: Sage.
Year 2024, Volume: 11 Issue: 6, 172 - 188, 01.11.2024
https://doi.org/10.17275/per.24.85.11.6

Abstract

References

  • Atkinson, E. S. (2000). An investigation into the relationship between teacher motivation and pupil motivation. Educational Psychology, 20(1), 45-57.
  • Bedir, H., & Yıldırım, Ö. G. R. (2000). Teachers’ enthusiasm in elt classes: Views of both students and teachers. Journal of Cukurova University Institute of Social Sciences, 6(6), 119-130.
  • Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2022). The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation. Educational Studies, 48(5), 602-624.
  • Bettencourt, E. M., Gillett, M. H., Gall, M. D., & Hull, R. E. (1983). Effects of teacher enthusiasm training on student on-task behavior and achievement. American Educational Research Journal, 20(3), 435-450.
  • Brophy, J., & Good, T. L. (1986). Teacher behavior and student achievement. In M.Wittrock (Ed.), Handbook of research on teaching (pp. 340–370). New York, NY: Macmillan Library.
  • Burić, I., & Moè, A. (2020). What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education, 89, 103008.
  • Cobb, S. L., & Foeller, W. H. (1992). An organizational behavior analysis of teacher attitudes about teaching high school economics. Theory and Research in Social Education, 20(4), 421–439.
  • Collins, M. L. (1978). Effects of enthusiasm training on preservice elementary teachers. Journal of Teacher Education, 29(1), 53-57.
  • Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria, Qualitative Sociology, 13(1), 3-21.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1), 1-44.
  • Engin, G. (2020). An examination of primary school students’ academic achievements and motivation in terms of parents’ attitudes, teacher motivation, teacher self-efficacy and leadership approach. International Journal of Progressive Education, 16(1), 257-276.
  • Feldman, K. A. (1976). The superior college teacher from the students’ view. Research in Higher Education, 5, 243-288.
  • 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, 255-265.
  • Guetterman, T. C. (2015). Descriptions of sampling practices within five approaches to qualitative research in education and the health sciences. Forum: Qualitative Social Research, 16(2), Article 25.
  • Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819. https://doi.org/10.1080/2331186x.2016.1217819
  • Hanushek, E. A., Piopiunik, M., & Wiederhold, S. (2019). Do smarter teachers make smarter students? Education Next, 19(2), 57-64.
  • Hatfield, E., Cacioppo, J. T., & Rapson, R. L. (1993). Emotional contagion. Current Directions in Psychological Science, 2(3), 96-100.
  • Hojo, M. (2021). Association between student-teacher ratio and teachers’ working hours and workload stress: Evidence from a nationwide survey in Japan. BMC Public Health, 21, 1-8.
  • Jones, A. L., & Kessler, M. A. (2020). Teachers’ emotion and identity work during a pandemic. Frontiers in Education, 5, 1–9. https://doi.org/10.3389/feduc.2020.583775
  • Karamustafaoğlu, O., & Özmen, H. (2004). Toplumumuzda ve öğretmen adayları arasında öğretmenlik mesleğine verilen değer üzerine bir araştırma [A study on the value given to the teaching profession in our society and among prospective teachers]. Journal of Values Education, 2(6), 34-49.
  • Kasalak, G., & Dağyar, M. (2021). Teacher burnout and demographic variables as predictors of teachers’ enthusiasm. Participatory Educational Research, 9(2), 280-296.
  • 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.
  • Keller, M. M., Hoy, A. W., Goetz, T., & Frenzel, A. C. (2016). Teacher enthusiasm: Reviewing and redefining a complex construct. Educational Psychology Review, 28, 743-769.
  • Keller, M., Neumann, K., & Fischer, H. E. (2013). Teacher enthusiasm and student learning. In J. Hattie (Ed.), International guide to student achievement (pp. 247-249). New York, NY, US: Routledge.
  • 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.
  • Kunter, M. (2013). Motivation as an aspect of professional competence: Research findings on teacher enthusiasm. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV Project (pp. 273–289). Springer.
  • Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36(4), 289-301.
  • 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.
  • Lazarides, R., Buchholz, J., & Rubach, C. (2018). Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms. Teaching and Teacher Education, 69, 1-10.
  • 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.
  • Leymun, Ş. O., Odabaşı, F., & Yurdakul, I. K. (2017). The importance of case study research in educational settings. Journal of Qualitative Research in Education, 5(3), 367-385.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • Long, J. F., & Hoy, A. W. (2006). Interested instructors: A composite portrait of individual differences and effectiveness. Teaching and Teacher Education, 22(3), 303-314.
  • 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.
  • Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum Development.
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: SAGE Publications
  • Moè, A., & Katz, I. (2022). Need satisfied teachers adopt a motivating style: The mediation of teacher enthusiasm. Learning and Individual Differences, 99, 102203. https://doi. org/10.1016/j.lindif.2022.102203
  • Murphy, C. A. & Walls, R. T. (1994). Concurrent and sequential occurrences of teacher enthusiasm behaviours. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
  • OECD. (2019). PISA 2018 results (volume III): What school life means for students’ lives. Paris: OECD Publishing
  • Öngel, G., & Tabancalı, E. (2022). Teacher enthusiasm and collaborative school climate. Education Quarterly Reviews, 5(2), 347-356.
  • Palmer, D. (2020). Teacher Enthusiasm and Student Motivation for Learning. Global Journal of Educational Studies, 6(1), 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. The Journal of Experimental Education, 68(3), 217-236.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage Publications.
  • Pişkin, Z., & Parlar, H. (2021). Investigation of teaching profession in terms of social status and perception. Academic Platform Journal of Education and Change, 4(1), 1-28
  • Porter, K., Miles, P. J., & Donaldson, D. I. (2022). Teachers’ emotions in the time of COVID: Thematic analysis of interview data reveals drivers of professional agency. Frontiers in Psychology, 13, 987690. https://doi.org/10.3389/fpsyg.2022.987690
  • Schreier, M. (2012). Qualitative content analysis in practice. Sage Publications.
  • Sheppard, B., Hurley, N., & Dibbon, D. (2010). Distributed leadership, teacher morale, and teacher enthusiasm: unravelling the leadership pathways to school success. Paper presented at American Educational Research Association Denver, Colorado.
  • Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.
  • Spotkov, L. (2018). Teacher enthusiasm on student motivation and achievement. Proceedings of World Congress on Education, 154-160.
  • Stenlund, K. V. (1994). Sources of enthusiasm and discouragement: a comparative study of selected Japanese and Canadian secondary school teachers (Unpublished doctoral dissertation). University of Michigan, Ann Arbor, MI.
  • Sürücü, A., & Ünal, A. (2018). Investigation of teacher behavior increasing and reducing student motivation. OPUS International Journal of Society Researches, 8(14), 253-295.
  • Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & Geijsel, F. P. (2011). How to improve teaching practices: the role of teacher motivation,organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496-536.
  • 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.
  • Witcher, A. E., Onwuegbuzie, A. J., & Minor, L. C. (2001). Characteristics of effective teachers: perceptions of preservice teachers. Research in the Schools, 8(2), 45-57.
  • Wood, A. M. (1998). The effects of teacher enthusiasm on student motivation, selective attention, and text memory (Unpublished doctoral thesis). University of Western Ontario. London.
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (8th ed.). Ankara: Seçkin Publishing.
  • Yin, R. K. (2018). Case study research and applications (Vol. 6). Thousand Oaks, CA: Sage.
There are 59 citations in total.

Details

Primary Language English
Subjects Education Management, Specialist Studies in Education (Other)
Journal Section Research Articles
Authors

Gökhan Savaş 0000-0003-0690-8733

Erhan Dolapcı 0000-0003-2257-768X

Early Pub Date November 8, 2024
Publication Date November 1, 2024
Submission Date June 24, 2024
Acceptance Date October 14, 2024
Published in Issue Year 2024 Volume: 11 Issue: 6

Cite

APA Savaş, G., & Dolapcı, E. (2024). Factors Influencing Teacher Enthusiasm: A Qualitative Study in Turkish Context. Participatory Educational Research, 11(6), 172-188. https://doi.org/10.17275/per.24.85.11.6