What kind of leadership promotes vocational education and training (VET) teachers’ enthusiasm at work?

Abstract

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.

Vocational Education and Training Organisation’s Staff Members Perceptions of Positively Deviant Leadership and Organisation

“…As our findings show, in a psychologically safe workplace, difficult issues are discussed, and different emotions are encountered. Managing emotions and atmosphere is also a key aspect of positive leadership, where both the leader's own recognition and reflection of emotions and interaction practices are important (Wenström et al, 2018a(Wenström et al, , 2019Wenström, 2020).…”

“…PRIDE theory articulates the factors that are linked to well-being and performance in an organization (Cheung, 2014;. Wenström's and colleagues' research uses PRIDE theory as a leadership 'lens' through which 'positive leadership', i.e., building on positive practices, positive interactions, individual strengths and positive emotions and atmosphere, is implemented (Wenström et al, 2018a(Wenström et al, , 2018b(Wenström et al, , 2019Wenström, 2020). Mechanisms between positive leadership and work engagement have been explored through both literature review and meta-analysis (Decuypere & Schaufeli, 2020;See chapter: Theoretical background) The PRIDE theory has been further studied and developed in the PoJo -Positive Leadership for Productivity and Wellbeing project at the Oulu University of Applied Sciences, involving around 40 organizations of different sizes from the private and public sectors.…”

A PRIDE-theory-based analysis of a positive learning environment in a Finnish vocational education and training (VET) institution

“…Reforms in VET have necessitated the renewal of teacherhood (Kepanen et al, 2020;Vähäsantanen & Eteläpelto, 2011;Wenström & Kuortti, 2022). Substance expertise is not enough but guidance, interaction, and future-oriented coaching skills have become more important (Draaisma et al, 2019) alongside networks, collaboration skills, and abilities to renew the pedagogical culture in VET (Wenström et al, 2019).…”

Five Basic Cornerstones of Sustainability Education in the Arctic

“…Caring can be seen as a method of positive, pedagogical leadership that aims at sustainability in the work community. This ethical aspect of caring leadership affects work outcomes and organizational behaviors positively [64][65][66]. In addition, shared leadership aims to increase flourishing in the workplace.…”