Harmonious Passion as an Enabler of Motivation for the Teaching Profession: Insights from a Small-Scale Qualitative Study
Saved in:
| Title: | Harmonious Passion as an Enabler of Motivation for the Teaching Profession: Insights from a Small-Scale Qualitative Study |
|---|---|
| Language: | English |
| Authors: | Penny Webb, Rebecca Piggott |
| Source: | Teacher Education Advancement Network Journal. 2025 16(1):132-147. |
| Availability: | University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: https://ojs.cumbria.ac.uk/index.php/TEAN |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Teaching (Occupation), Teacher Persistence, Teacher Motivation, Teacher Attitudes, Elementary School Teachers, Job Satisfaction, Well Being, Barriers, Professional Autonomy, Educational Policy, Teaching Conditions, Teacher Role |
| Geographic Terms: | United Kingdom (England) |
| ISSN: | 2054-5266 |
| Abstract: | Current statistics in the UK and internationally continue to indicate concern with teacher retention. This small-scale qualitative study explores how harmonious passion can contribute to continued teacher motivation, adopting the duality of passion model. Two teachers participated in a semi-structured interview, within a primary school in South-East England. Harmonious passion enabled teachers to maintain motivation due to the increase in job satisfaction and wellbeing. Results suggested that a lack of teacher autonomy and pressures placed upon teachers by government and school policies resulted in a declination of harmonious passion and subsequently lowered teacher motivation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484003 |
| Database: | ERIC |
| Abstract: | Current statistics in the UK and internationally continue to indicate concern with teacher retention. This small-scale qualitative study explores how harmonious passion can contribute to continued teacher motivation, adopting the duality of passion model. Two teachers participated in a semi-structured interview, within a primary school in South-East England. Harmonious passion enabled teachers to maintain motivation due to the increase in job satisfaction and wellbeing. Results suggested that a lack of teacher autonomy and pressures placed upon teachers by government and school policies resulted in a declination of harmonious passion and subsequently lowered teacher motivation. |
|---|---|
| ISSN: | 2054-5266 |
