Factors Influencing Teacher Enthusiasm: A Qualitative Study in Turkish Context
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.
Keywords
enthusiasm, qualitative study, teacher enthusiasm
Ethical Statement
I declare that the study complies with ethical principles.
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