Teacher Enthusiasm and Collaborative School Climate

Abstract

The main aim of efforts to improve teaching is to create conditions that are more supportive of student learning and social development. The most tangible output of teaching activities occurs during the teaching activities conducted in the classroom environment. It is therefore reasonable to focus on what happens in the classroom to improve teaching. The quality of interactions between students and teachers is affected by the emotional states of both parties. Positive emotions arising from teachers are an important factor in high-quality teaching experiences for both parties. Due to the enriching and affirming effects of teacher enthusiasm in classroom interactions, it is important to investigate the underlying processes. For that reason, this research was designed to investigate the effects of supportive and collaborative processes on teacher enthusiasm. As a result of this research, it was concluded that organizational values and practices that facilitate and encourage information exchange increase teacher enthusiasm. In this respect, investigating organizational processes that facilitate cooperation and positively affect the achievement of school goals may be beneficial in terms of increasing the effectiveness of schools.

Factors Contributing to School Effectiveness: A Systematic Literature Review

“…Furthermore, research suggests that "student achievement mostly depends on the performance of the student in early education" [31] (p. 12). School climate was detected as one of the most important factors for school effectiveness [32][33][34][35][36][37][38], and studies indicated the significance of school climate for teacher commitment [33,[39][40][41].…”

Examining the Burnout Syndrome Experienced by School Stakeholders in the Pandemic Process According to Teacher Opinions

“…Teachers have included negative statements that there will be no success in a school where the sense of burnout is intense, education and training will not take place, the motivation of the stakeholders will be low, the level of stress will increase, and pessimism and hopelessness will prevail. In the studies conducted, Öngel and Tabancalı (2022) concluded that positive emotions arising from the teacher are determinative for their teaching experiences, and Özdemir and Kış (2019) concluded that in an organization with healthy and happy employees, people reveal their potential more, their productivity increases and they obtain better products. It can be said that the high level of psychological well-being of teachers directly affects the school climate, school stakeholders and success.…”

Leading Indicators of Academic Achievement: Investigating the Predictive Validity of an Observation Instrument in a Large District

“…School and Classroom Climate. High-quality and consistent interactions between school staff and students create a positive school climate (Akman, 2021;O ¨ngel & Tabancalı, 2022;Suldo et al, 2006). School and classroom climates affect students' well-being, life satisfaction, ethnic and moral identity, self-efficacy, and resilience (Aldridge et al, 2018;Graham, 2022;VanLone et al, 2019).…”