Teacher enthusiasm: Dimensionality and context specificity

Upward, Downward, and Horizontal Social Comparisons: Effects on Adjustment, Emotions, and Persistence in Teachers

“…More specifically, teachers who reported more upward comparisons were found to experience, not only lower levels of burnout (exhaustion, depersonalization, accomplishment), but also higher job satisfaction and optimal teaching emotions (enjoyment, anger, anxiety), as well as less frequent illness symptoms and thoughts about quitting the profession. These results are consistent with theoretical assertions that teacher self-efficacy can indeed be facilitated through the vicarious experience of observing demonstrations of skillful teaching (Tschannen-Moran et al, 1998; see also Kunter et al, 2011), as well as research in adult and student populations showing comparisons with others who have successfully overcome similar challenges to contribute to positive affect and motivation (e.g., Bailis et al, 1995;Huguet et al, 2001). The present findings thus contribute to research on the potential psychological benefits of upward social comparisons in showing this strategy to most strongly and consistently predict, not only physical and psychological health outcomes in teachers, but also their stated intentions to quit the profession.…”

Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE study

“…Learning engagement has been previously reported to be facilitated when teachers care for their students (Clarke & Jarvis-Selinger, 2005). Enthusiasm and passion are other key factors that could be important to improve the teaching effectiveness of students by creating a positive class atmosphere (Kunter, Frenzel, Nagy, Baumert, & Pekrun, 2011;Horsley, 2012). A positive class atmosphere was seen as important to facilitate by many PSTs within the GET-PE study such as procedures to reduce competitiveness, developing teamwork, accepting other students' abilities and preventing bullying-type behaviours.…”

Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

“…This prediction is based on the notion that an agent's exaggerated behavioural cues may impose additional processing burden to the visual and mind (extraneous cognitive load, [13][14][15][16]). On the other hand, agent enthusiasm was expected to positively affect learning and motivation, due to the enhanced positive emotional responses in learners, which direct their approach behaviours (intrinsic motivation, affective perceptions, cognitive outcome) in the learning process [17][18][19][20][21][22][23][24]. To provide clarification on this issue, we compared the effects of two pedagogical agent personas, i.e., an enthusiastic agent and a neutral agent.…”

“…The first aspect of enthusiasm describes a teaching delivery that is "stimulating, energetic and motivating" [20,21]. The second aspect of enthusiasm refers to the subjective experience of instructors themselves in terms of enthusiasm for teaching [21].…”