Passion for Teaching and Teachers’ Teaching Effectiveness in Secondary Schools in Delta State
Abstract
This study aimed to examine the association between passion for teaching and teaching effectiveness among secondary school teachers in Delta State. A correlational research design was employed, and three hypotheses were tested. The study initially recruited 370 teachers, evenly distributed between genders, but ultimately 333 participants completed the study. Data collection involved the use of a validated questionnaire, with reliability indices of 0.91 for the Passion for Teaching Rating Scale and 0.85 for the Teaching Effectiveness Rating Scale. The data were analyzed using Pearson's product moment correlation coefficient and regression statistics, with a significance level set at 0.05. The findings of the study revealed a significant relationship between passion for teaching and teaching effectiveness among secondary school teachers. However, no moderating effects of gender or teaching experience on this relationship were observed. Based on these results, it is recommended that teacher education programs and professional development initiatives place importance on fostering and developing passion for teaching. By emphasizing the cultivation of passion for teaching, these programs can contribute to enhancing teaching effectiveness and ultimately improving the educational experiences and outcomes of students.
References
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309.
Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
Francis, O. B., & Oluwatoyin, F. C. (2019). Principals’ Personnel Characteristic Skills: A Predictor of Teachers’ Classroom Management in Ekiti State Secondary School. International Journal of Educational Leadership and Management, 7(1), 72–103.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Khan, M. A. (2015). An Empirical Study of Determinants of Teachers’ Effectiveness in Higher Education Institutions in Pakistan. Paper presented at the Taylor’s 7th Teaching and Learning Conference 2014 Proceedings.
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. The Wallace Foundation.
Lucas, B., Claxton, G., & Spencer, E. (2012). Progression in creativity: Developing new forms of assessment. Background paper for OECD conference “Educating for innovative societies”, 1–27. Center for Real World Learning. The University of Winchester, England. http://www.oecd.org/education/ceri/50153675.pdf
Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational leadership, 61(1), 6-13.
Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111.
O'Connor, K. E., Dearing, E., & Collins, B. A. (2016). Teacher-child relationship and behavior problem trajectories in elementary school. Journal of School Psychology, 54, 29-43.
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458.
Santiago, P & Benavides, F., (2019).Teacher evaluation.www.oecd.Org/edu/teacherevaluationportgal
Vallerand, R. J., Blanchard, C., Mageau, G. A., Koestner, R., Ratelle, C., Léonard, M., ... & Marsolais, J. (2003). Les passions de l'âme: On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756-767.
Vallerand, R. J., Houlfort, N., & Forest, J. (2017). Passion at work: Toward a new conceptualization. In M. F. Steger, R. J. D. R. J. Vallerand, & L. (Eds.), Purpose and meaning in the workplace (pp. 63-83). American Psychological Association.
Xie, B., & Derakhshan, A. (2020). Job satisfaction and teaching passion: Testing a model of mediation and moderation. Educational Psychology, 40(2), 235-254.
Yoon, K. S., Duncan, T., Wen-Yu Lee, S., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.