Appraising the Generalizability of a New Scale for Measuring Teacher Passion for Profession
Subject Areas : Journal of Studies in Learning and Teaching English
Zohreh Sisiyan
1
,
Fazlolah Samimi
2
*
,
Shahram Afraz
3
1 - Department of English, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 - Department of English, Bandar-Abbas Branch, Islamic Azad University, Bandar-Abbas, Iran
3 - Assistant Professor of TEFL, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
Keywords: Teacher passion, Educational settings, Professional development,
Abstract :
The study explores the dynamics of teacher passion within the educational landscape, focusing on its relationship with various personal, psychological, organizational, and professional factors. Through a structured approach integrating quantitative research methods, the study constructs a model tailored to the specific context of the education system. A pilot study validates the research instruments, ensuring reliability and validity. The main study involves 200 English as a Foreign Language teachers, utilizing a standardized questionnaire to collect quantitative data. Data analysis employs descriptive and inferential statistical methods, including Structural Equation Modeling (SEM) and Partial Least Squares-SEM (PLS-SEM), to evaluate the proposed model's validity and reliability. Results indicate significant relationships between teachers' passion and various dimensions, such as personal characteristics, psychological factors, organizational characteristics, teacher's professional characteristics, and students' characteristics. The study's findings provide valuable insights into the multifaceted nature of teacher passion and its implications for educational practice and policy. It contributes to theoretical frameworks in education and informs stakeholders, including educators, administrators, and policymakers, on creating conducive environments for fostering teacher passion, performance, and ongoing professional development. Overall, the study underscores the importance of understanding and nurturing teacher passion as a fundamental component of educational excellence and student success.
Abdul-Messie, L. (2023). "Trying to feel the right feeling for the job": The emotional labor of English language teachers in state secondary schools in Italy. Social Sciences & Humanities Open, 8, 100582. https://doi.org/10.1016/j.ssaho.2023.100582
Aitken, G., Fawns, T., Warran, K., & Jones, D. (2023). Making space to learn about teaching: Expanding teaching horizons through postgraduate education. Advances in Health Sciences Education: Theory and Practice, 28(2), 327–344. https://doi.org/10.1007/s10459-022-10144-4
Almerico, G. M., Johnston, P., Henriott, D., & Shapiro, M. (2011). Dispositions assessment in teacher education: Developing an assessment instrument for the college classroom and the field. Research in Higher Education Journal, 11(1), 1-19. http://www.aabri.com/manuscripts/10665.pdf
Asbury, K., Roloff, J., Carstensen, B., Guill, K., & Klusmann, U. (2023). Investigating preservice teachers’ field-specific ability beliefs: Do they believe innate talent is essential for success in their subject? Teaching and Teacher Education, 136, 104367. https://doi.org/10.1016/j.tate.2023.104367
Atkinson, S., & Sandwith, A. (2012). A passion for designing. In T. Ginner, J. Hallström, & M. Hultén (Eds.), The PATT 26 conference Stockholm, Sweden 26-30 June 2012: Technology Education in the 21st Century (pp. 39–46). Retrieved March 30, 2017, from http://www.diva-portal.org/smash/get/diva2:533285/fulltext01.pdf
Bartlett, M. S. (1954). A note on the multiplying factors for various chi square approximations. Journal of the Royal Statistical Society: Series B (Methodological), 16(2), 296-298.
Burton, L. J., & Mazerolle, S. (2011). Survey instrument validity part I: Principles of survey instrument development and validation in athletic training education research. Athletic Training Education Journal, 6, 27-35.
Caled, D., & Silva, M. J. (2022). Digital media and misinformation: An outlook on multidisciplinary strategies against manipulation. Journal of Computational Social Science, 5(1), 123–159. https://doi.org/10.1007/s42001-021-00118-8
Cannizzo, F. (2016). Is it ethical to be passionate in academia? Passion is a central concept for understanding academic labor. LSE Impact Blog. London, England: The London School of Economics and Political Science (LSE). Retrieved March 30, 2017, from http://blogs.lse.ac.uk/impactofsocialsciences/2016/02/25/is-it-ethical-to-be-passionate-inacademia
Cepeda-Carrion, G., Cegarra-Navarro, J. G., & Cillo, V. (2019). Tips for using partial least squares structural equation modeling (PLS-SEM) in knowledge management. Journal of Knowledge Management, 23(1), 67-89. https://doi.org/10.1108/JKM-05-2018-0322
Chen, K. W., & Wang, Z. Y. (2023). Online flipped learning methods for teaching hospitality skills and management practices in an epidemic situation: A study on learning attitude and effectiveness. Frontiers in Psychology, 13, 915992. https://doi.org/10.3389/fpsyg.2022.915992
Cheung Lai-man, E., May-hung, C., & Chee, P. (2008). Building a model to define the concept of teacher success in Hong Kong. Teaching and Teacher Education, 24(3), 623-634. https://doi.org/10.1016/j.tate.2007.09.007
Chin, K., & Barber, C. E. (2010). A multi-dimensional exploration of teachers' beliefs about civic education in Australia, England, and the United States. Theory & Research in Social Education, 38(3), 395-427. https://doi.org/10.1080/00933104.2010.10473432
Comery, A. L., & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
Cross Francis, D. I., Hong, J., Liu, J., Eker, A., Lloyd, K., Bharaj, P. K., & Jeon, M. (2020). The dominance of blended emotions: A qualitative study of elementary teachers' emotions related to mathematics teaching. Frontiers in Psychology, 11, 1865. https://doi.org/10.3389/fpsyg.2020.01865
Dare, E. A., Ellis, J. A., & Roehrig, G. H. (2018). Understanding science teachers' implementations of integrated STEM curricular units through a phenomenological multiple case study. International Journal of STEM Education, 5(1), 4. https://doi.org/10.1186/s40594-018-0101-z
Davis, A., & Wilson, S. (2021). Exploring the intrinsic motivations of teachers: A qualitative study. Journal of Educational Psychology, 113(2), 350-367. https://doi.org/10.1037/edu0000507
Dewey, J. (1944). Democracy and education: An introduction to the philosophy of education. New York: The Free Press. Retrieved March 30, 2017, from http://www.worldcat.org/title/democracy-and-education-an-introduction-to-thephilosophy-of-education/oclc/10795997/viewport
Engels, D., Haupt, C., Kugelmann, D., & Dethleffsen, K. (2021). The peer teachers' perception of intrinsic motivation and rewards. Advances in Physiology Education, 45(4), 758–768. https://doi.org/10.1152/advan.00023.2021
Fang, H., Wang, L., & Zhou, Q. (2023). Can online professional development increase teachers' success in implementing project-based learning in South China? Journal of Research in Innovative Teaching & Learning, 16(1), 100-114. https://doi.org/10.1108/JRIT-05-2022-0024
Fogarty, C. T. (2020). Compassion, gratitude and awe: The role of pro-social emotions in training physicians for relational competence. International Journal of Psychiatry in Medicine, 55(5), 314–320. https://doi.org/10.1177/0091217420952223
Garcia, E. (2022). The impact of student success on teacher motivation and passion. Teaching and Teacher Education, 95, 103-115.
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
González Olivares, Á. L., Navarro, Ó., Sánchez-Verdejo, F. J., & Muelas, Á. (2020). Psychological well-being and intrinsic motivation: Relationship in students who begin university studies at the School of Education in Ciudad Real. Frontiers in Psychology, 11, 2054. https://doi.org/10.3389/fpsyg.2020.02054
Hair Jr, J., Sarstedt, M., Hopkins, L., & Kuppelwieser, V. G. (2017). Partial least squares structural equation modeling (PLS-SEM): An emerging tool in business research. European Business Review, 26(2), 106-121. https://doi.org/10.1108/EBR-10-2013-0128
Haynes, K. L. (2008). Through the nominations of principals: Effective teachers of African American.
Hensler, J., Ringle, C., & Sinkovics, R. (2009). The use of partial least squares path modeling in international marketing. Advances in International Marketing, 20, 277-319. https://doi.org/10.1108/S1474-7979(2009)0000020014
Yin, H. (2016). Knife-like mouth and tofu-like heart: Emotion regulation by Chinese teachers in classroom teaching. Social Psychology of Education, 19, 1–22. https://doi.org/10.1007/s11218-015-9319-5
Hoyle, J. (2015). What makes for great teaching? Listening to – and learning from – my students. [April 13, 2015, Blog]. Retrieved March 30, 2017, from https://uminntilt.com/2015/04/13/great-teaching-what-might-we-learn-from-our-students/
Johnson, L. (2018). Financial rewards and teacher passion: A quantitative analysis. Education Finance and Policy, 13(4), 525-546.
Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581-617. https://doi.org/10.3102/00028312040003581
Kang, C., & Wu, J. (2022). A theoretical review on the role of positive emotional classroom rapport in preventing EFL students' shame: A control-value theory perspective. Frontiers in Psychology, 13, 977240. https://doi.org/10.3389/fpsyg.2022.977240
Keiler, L. S. (2018). Teachers' roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1), 34. https://doi.org/10.1186/s40594-018-0131-6
Keiler, L. S. (2018). Teachers' roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1), 34. https://doi.org/10.1186/s40594-018-0131-6
Khong, T. D. H., & Saito, E. (2014). Challenges confronting teachers of English language learners. Educational Review, 66(2), 210-225. https://doi.org/10.1080/00131911.2013.769425
Korthagen, F. A. J. (2014). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97. https://doi.org/10.1016/j.tate.2003.10.002
Leatherman, E. M., & Wegner, J. R. (2022). Augmentative and alternative communication in the classroom: Teacher practices and experiences. Language, Speech, and Hearing Services in Schools, 53(3), 874–893. https://doi.org/10.1044/2022_LSHSS-21-00125
Leggo, C., & Irwin, R. L. (2013). Becoming pedagogical: Sustaining hearts with living credos. Journal of Curriculum Studies, 19(1), 2-18. Retrieved March 30, 2017, from http://ineducation.ca/ineducation/article/view/41/583
Levoy, G. (2015). The impact of passion and dispassion on living, leading, teaching, and learning. [Blog]. Bethesda, MD: Education Week. Retrieved April 15, 2015, from http://blogs.edweek.org/edweek/leadership_360/2015/03/the_impact_of_passion_and_dispassion_on_living_leading_teaching_and_learning.html
Li, S. (2023). Enhancing professional success: Chinese EFL teachers’ workplace buoyancy and cognitive flexibility. Heliyon, 9, e13394, 1-9. https://doi.org/10.1016/j.heliyon.2023.e13394
Liu, Y., Zhang, M., Zhao, X., & Jia, F. (2021). Fostering EFL/ESL students' language achievement: The role of teachers' enthusiasm and classroom enjoyment. Frontiers in Psychology, 12, 781118. https://doi.org/10.3389/fpsyg.2021.781118
Maleki, F., Talaei, M. H., Moghadam, S. R. M., Shadigo, S., Taghinejad, H., & Mirzaei, A. (2017). Investigating the influence of teachers' characteristics on the teacher-student relations from students' perspective at Ilam University of Medical Sciences. Journal of Clinical and Diagnostic Research, 11(6), JC04–JC08. https://doi.org/10.7860/JCDR/2017/20109.10018
Mart, C. T. (2013). A passionate teacher: Teacher commitment and dedication to student learning. International Journal of Academic Research in Progressive Education and Development, 2(1), 437–442. Retrieved March 30, 2017, from http://www.hrmars.com/admin/pics/1658.pdf
McKnight, K., Graybeal, J., Yarbro, J., & Graybeal, L. (2016). South Africa: What makes an effective teacher? (RINVN9283-SR-06/16). Pearson Education. Retrieved June 12, 2016, from https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/schools/global-survey/reports/RINVN9283_SouthAfrica_071116_ExecSum.pdf
Mirshojaee, S. B., Sahragard, R., Razmjoo, S. A., & Ahmadi, A. (2019). Iranian language teachers’ passion for the profession: A qualitative study. Journal of Research in Applied Linguistics, 10(2), 45-69. https://doi.org/10.22055/RALS.2019.14717
Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health, 18(23), 12763. https://doi.org/10.3390/ijerph182312763
Pallant, J. (2007). SPSS Survival Manual: A Step By Step Guide to data analysis using SPSS. Allen & Unwin, Sabon by Bookhouse, Sydney.
Pallant, J. (2010). SPSS survival manual (4th ed.). England: McGraw-Hill Education.
Pishghadam, R., & Moafian, F. (2019). Construct validation of a questionnaire on characteristics of successful Iranian EFL teachers. Research in Contemporary World Literature, 14(54), 127–142. https://doi.org/10.30827/portalin.vi31.13826
Roger, E. (2012). A qualitative inquiry into community college students’ perceptions of teacher passion (EdD dissertation, University of Illinois at Urbana-Champaign). Retrieved from http://hdl.handle.net/2142/31054
Sajjad, T., Khan, H. F., Yasmeen, R., & Waqas, A. (2023). Language of actions: The effects of teacher's kinesics on student learning and learning environment. Journal of Education and Health Promotion, 12, 53. https://doi.org/10.4103/jehp.jehp_992_22
Saleh, S., AlAli, R., Wardat, Y., Al-Qahtani, M., Soliman, Y., & Helali, M. (2023). Structural relationships between learning emotion and knowledge organization and management processes in distance learning environments: "An applied study". European Journal of Investigation in Health, Psychology and Education, 13(9), 1569–1589. https://doi.org/10.3390/ejihpe13090114
Shao, K., Nicholson, L. J., Kutuk, G., & Lei, F. (2020). Emotions and instructed language learning: Proposing a second language emotions and positive psychology model. Frontiers in Psychology, 11, 2142. https://doi.org/10.3389/fpsyg.2020.02142
Sigmundsson, H., Haga, M., & Hermundsdottir, F. (2020). The passion scale: Aspects of reliability and validity of a new 8-item scale assessing passion. New Ideas in Psychology, 56. https://doi.org/10.1016/j.newideapsych.2019.06.001
Sisiyan, Z., Samimi, F., & Afraz, S. (2023). Appraising the generalizability of EFL teachers’ passion for profession: Evidence from teachers’ perceptions and MSA model. Language and Translation, 13(2), 243-254.
Skoryk, T., & Grytsyk, N. (2020). Theoretical analysis of the factors influencing modern teachers’ professional success. Scientific Journal of Polonia University, 38(2020), 1-2. https://doi.org/10.23856/3868
Smith, L., & Jones, M. (2020). Self-efficacy and well-being: Their impact on teacher passion. Journal of Teacher Education for Sustainability, 22(1), 76-89.
Smoot, B. (2013). Passion and awareness: What great teachers have in common. Higher EdJobs, (February 27). Retrieved from https://www.higheredjobs.com/blog/postDisplay.cfm?post=412
Stringer, L. R., Lee, K. M., Sturm, S., & Giacaman, N. (2022). A systematic review of primary school teachers' experiences with digital technologies curricula. Education and Information Technologies, 27(9), 12585–12607. https://doi.org/10.1007/s10639-022-11127-z
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York: Allyn and Bacon.
Tammets, K., & Ley, T. (2023). Integrating AI tools in teacher professional learning: A conceptual model and illustrative case. Frontiers in Artificial Intelligence, 6, 1255089. https://doi.org/10.3389/frai.2023.1255089
Taylor, P., et al. (2019). Emotional intelligence and teacher passion: Correlations with teacher effectiveness. American Journal of Educational Research, 7(9), 601-610.
Tian, T. (2022). A review of the impact of EFL teachers' affectivity and surgency and learners' shyness on their language attainment. Frontiers in Psychology, 13, 916432. https://doi.org/10.3389/fpsyg.2022.916432
Valentín, A., Mateos, P. M., González-Tablas, M. M., & López, E. (2022). Effects of teacher passion and type of text on the motivation and achievement of schoolchildren. Frontiers in Psychology, 13, 842521. https://doi.org/10.3389/fpsyg.2022.842521
Walden, U. (2012). Educational social psychology. www.experiment-research.com, www.alleydog.com 1998—2012.
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. https://doi.org/10.1080/01587919.2013.835779
Yao, Y., Xu, J., & Yan, C. (2023). "Finding happiness in daily work": An ecological study on the emotions of novice EFL teachers in rural primary schools in China. Frontiers in Psychology, 14, 1275045. https://doi.org/10.3389/fpsyg.2023.1275045
Zhang, L., & Zhang, Y. (2021). The mediating effect of self-regulation on the association between growth mindset about work and living a calling among primary and secondary school teachers. Psychology Research and Behavior Management, 14, 1675–1689. https://doi.org/10.2147/PRBM.S330961
Zhi, R., & Wang, Y. (2023). English as a foreign language teachers’ professional success, loving pedagogy and creativity: A structural equation modeling approach. Thinking Skills and Creativity, 49. https://doi.org/10.1016/j.tsc.2023.101370