The Characteristics of Passionate Educators and Their Role in Education
DOI:
https://doi.org/10.23918/ijsses.v10i1p358Keywords:
Dedicated Teacher, Passion and Education, Passionate TeacheR, Passion for TeachingAbstract
In this research, it was investigated what passion is, who is considered a passionate teacher and the characteristics of a passionate teacher. According to the findings of the study, the genuine definition of passion includes enthusiasm, desire, effort, dedication, and commitment. These are the most significant contributors to the success of education and teachers. These attributes play a significant effect in the academic success of kids. The teaching profession has been characterized differently by different authors and academics. Among these include being loyal, shaping the destiny of a nation, being the parent of a student, being patient, being productive, and setting an example. They are the fundamental factors that affect the fate of societies.
The results of the studies show, the component that influences the future of a nation is the teacher’s passion. He is the individual who prepares all professions for life. They are the military, police, politicians, cleaners, and attorneys; in short, everyone. All of these concepts will be brought to life by passionate educators.
References
Altun, M. (2017). The effects of teacher commitment on student achievement. International Journal of Social Sciences & Educational Studies, 3(3), 51.
Agustin, F. (2022). Investigating efl passionate teachers in teaching english speaking skills (A Descriptive Qualitative Study in Language Major at SMA N 4 Bengkulu) (Doctoral dissertation, UIN Fatmawati Sukarno Bengkulu).
Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and instruction, 20(6), 533-548.
Billingsley, B. S., & Cross, L. H. (1992). Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educators. The Journal of Special Education, 25(4), 453-471.
Celik, B. (2017). Teaching profession and passion. International Journal of Social Sciences & Educational Studies, 4(2), 85-92.
Çelikten, M. (2005). Öğretmenlik mesleği ve özellikleri. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(19), 207-237.
Dannetta, V. (2002). What factors influence a teacher’s commitment to student learning? Leadership and Policy in School, 1(2), 144 – 171.
Day, C. (2000). 7 stories of change and professional development. The Life and Work of Teachers: International Perspectives in Changing Times, 109.
Day, C. (2004). The passion of successful leadership. School Leadership & Management, 24(4), 425-437.
Delmotte, J. (2008). Evaluating the HR function: empirical studies on HRM architecture and HRM system strength.
Dinham, S. (1997). Teaching and teachers’ families. Australian Educational Researcher, 24(2), 59-88.
Elliott, B., & Crosswell, L. (2001, September). Commitment to teaching: Australian perspectives on the interplays of the professional and the personal in teachers’ lives. In International Symposium on Teacher Commitment at the European Conference on Educational Research, Lille, France.
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45-65.
Firestone, W. A. (1996). Images of teaching and proposals for reform: A comparison of ideas from cognitive and organizational research. Educational Administration Quarterly, 32(2), 209-235.
Fried, R. (2001). The passionate teacher: A practical guide. Beacon Press.
Fried, R. (2015). The Passionate Teacher: A Practical Guide. Beacon Press.
Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Pearson Canada.
Garrison, J., & Liston, D. (2004). Teaching, learning, and loving. New York: Teachers College Press.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Huberman, M. (1993). The lives of Teachers (J. Newfeld, Trans.), London: Cassell Viiliers House.
Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
Landrum, T. J., Cook, B. G., Tankersley, M., & Fitzgerald, S. (2002). Teacher perceptions of the trustworthiness, usability, and accessibility of information from different sources. Remedial and Special Education, 23(1), 42-48.
Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers’ perceptions of risk. Teaching and Teacher Education, 38, 56-64.
Lukacs, K. S. (2009). Quantifying “the ripple in the pond”: The development and initial validation of the Teacher Change Agent Scale. International Journal of Educational & Psychological Assessment, 325 (1), 37.
Marcil, M. (1991). Stress et burnout. Montréal: ACSM.
Mart, C. T. (2013). A passionate teacher: Teacher commitment and dedication to student learning. International Journal of Academic Research in Progressive Education and Development, 2(1), 437-442.
Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26(3), 293-306.
Olson, D. L. (2003). Principles, impracticality, and passion. Phi Delta Kappan, 85(4), 307-309.
Peterson, P. L., Clark, C. M., & Dickson, W. P. (1990). Educational psychology as a foundation in teacher education: Reforming an old notion. Teachers College Record, 91(3), 322-346.
Serin, H. (2017). The role of passion in learning and teaching. International Journal of Social Sciences & Educational Studies, 4(1), 60-64.
Sitanggang, N. (2021). Relationship between total personal quality, service quality and student satisfaction on higher education system. International Journal of Instruction, 14(4), 357-372.
Tsui, K. T., & Cheng, Y. C. (1999). School organizational health and teacher commitment: A contingency study with multi-level analysis. Educational Research and Evaluation, 5(3), 249-268.
Tyree Jr, A. K. (1996). Conceptualizing and measuring commitment to high school teaching. The Journal of Educational Research, 89(5), 295-304.
Vallerand, R. J., Blanchard, C., Mageau, G. A., Koestner, R., Ratelle, C., Léonard, M., … & Marsolais, J. (2003). Les passions de l’ame: on obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756.
Vallerand, R. J., Chichekian, T., & Paquette, V. (2020). Passion in education. Promoting Motivation and Learning in Contexts: Sociocultural Perspectives on Educational Interventions, 115.
Van der Heijden, H. R. M. A., Geldens, J. J., Beijaard, D., & Popeijus, H. L. (2015). Characteristics of teachers as change agents. Teachers and Teaching, 21(6), 681-699.
Van Eekelen, I. M., Vermunt, J. D., & Boshuizen, H. P. A. (2006). Exploring teachers’ will to learn. Teaching and Teacher Education, 22(4), 408-423.
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.
Zehm, S. J., & Kottler, J. A. (1993). On being a teacher: The human dimension. Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Newbury Park, CA 91320.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Sciences & Educational Studies
International Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)
