Passion for Teaching and Teachers’ Teaching Effectiveness in Secondary Schools in Delta State

James. URIEN,; Courage Enoja. SILAS

doi:10.18535/sshj.v8i07.1170

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.

Keywords

Passion for TeachingTeaching EffectivenessSecondary School TeachersTeacher Education.

References

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[refR-1] Amalu, M. N., Ajake, U. E and Ihejiamaizu C. C., 2012. Stress from role conflict: Consequences for professional effectiveness of Secondary School Teachers in Cross River State. Global Journal of Educational Research 11 (1), 37-47.Google Scholar ↗

[refR-2] 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.Google Scholar ↗

[refR-3] Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.Google Scholar ↗

[refR-4] 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.Google Scholar ↗

[refR-5] Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.Google Scholar ↗

[refR-6] 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.Google Scholar ↗

[refR-7] Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. The Wallace Foundation.Google Scholar ↗

[refR-8] 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.pdfGoogle Scholar ↗

[refR-9] Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational leadership, 61(1), 6-13.Google Scholar ↗

[refR-10] Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111.Google Scholar ↗

[refR-11] 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.Google Scholar ↗

[refR-12] Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458.Google Scholar ↗

[refR-13] Santiago, P & Benavides, F., (2019).Teacher evaluation.www.oecd.Org/edu/teacherevaluationportgalGoogle Scholar ↗

[refR-14] 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.Google Scholar ↗

[refR-15] 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.Google Scholar ↗

[refR-16] Xie, B., & Derakhshan, A. (2020). Job satisfaction and teaching passion: Testing a model of mediation and moderation. Educational Psychology, 40(2), 235-254.Google Scholar ↗

[refR-17] 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.Google Scholar ↗