Context: Enthusiasm has been noted to increase productivity and quality at work. In teachers' work, this has a connection to student learning and motivation, as well as teaching quality. In the context of Finnish vocational education and training (VET), research on enthusiasm appears especially topical and relevant because of the ongoing wide reform with emphasis on productivity and efficiency.Approach: In this study, Finnish VET teachers' enthusiasm at work was studied qualitatively. Three research questions were set for this study: (1) How do VET teachers describe their enthusiasm?; (2) What factors strengthen their enthusiasm, according to their descriptions?; and (3) What factors weaken their enthusiasm, according to their descriptions? Altogether, 103 teachers who voluntarily participated in the study completed an online questionnaire on enthusiasm. The data were analyzed through qualitative content analysis.Findings: According to the results, the teachers who participated in the study were very interested in their work. They wanted to share how they experienced enthusiasm in their work. Their enthusiasm manifested as their willingness to develop their skills and expertise. It also showed in their dedication, good job performance, and positive feelings about their work. Student encounters, a positive atmosphere, and work interactions were the main sources of enthusiasm. Lack of resources, changes, cuts in the VET budget, and a lousy work atmosphere weakened enthusiasm. The Force that Keeps you Going 245Conclusions: The study found that enthusiasm manifested itself in ways that correspond well with the current VET productivity and efficiency goals. Because enthusiasm was strengthened especially when teachers were working with students, it seems important to ensure a supportive work environment for students also after the VET reform. Positive interactions, collegial support, and working together can help teachers to succeed and to maintain enthusiasm in their everyday work. According to the results of this study, supervisors may play a central role in facilitating teacher enthusiasm.
The purpose of this research was to analyse vocational education teachers’ (VET) perceptions of enthusiasm at work. The analysis leaned on positive organisational theory and an index called PRIDE. Finnish VETs (N=15) who described themselves as enthusiastic teachers were interviewed with a themed interview method. The analysis followed the principles of qualitative content analysis. The data were categorised in a theory-based manner into the elements of PRIDE theory: positive practices, relationship enhancement, individual attributes, deviant leadership, and emotional well-being. According to the findings, the elements of PRIDE appeared interconnected in a manner that could be enhanced through leadership and organisation of work. Three themes appeared common to all elements: opportunities for development and to develop work, recognition and use of strengths and potential, and enhancement of interaction and collaboration. The research brought important information about how VETs could cope with the current changing work, and maintain their enthusiasm during the reform process of vocational education taking place in Finland. In addition, suggestions were made on how to lead and enhance teacher enthusiasm as a part of renewing vocational teaching.
Vocational education and training (VET) teachers' experiences of enthusiasm at work are the force that that may enhance the quality, effectiveness, and productivity of the currently renewing vocational education. According to VET teachers' perceptions, leaders and supervisors can influence their enthusiasm considerably. This research focused on the immediate supervisors' perceptions of leadership that could enhance enthusiasm in VET teachers. The research questions set for this research were: (1) How do immediate supervisors describe their means of promoting VET teachers' enthusiasm? and (2) What kinds of challenges the supervisors describe having noticing in it? This was a qualitative research in which immediate supervisors (N=15) were interviewed through a semi-structured interview. The interview data were analyzed with data-based content analysis. The findings showed that leadership enhancing enthusiasm appeared as the immediate supervisors' ability to nurture good atmosphere, cherish good relationships, provide encouraging feedback, and trust in teachers' development. According to the findings, enthusiasm can be promoted with positive leadership, which is realized in the everyday work through the immediate supervisors' positive interaction and activities and the way they support collaboration and interaction.
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