The call to teach and teacher hopefulness

Robert V. Bullough · Kendra M. Hall‐Kenyon

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Teacher Professional Development and Motivation Teacher Education and Leadership Studies Optimism, Hope, and Well-being

Abstract

The purpose of this paper is to explore teacher motivation and well‐being. Our analysis focuses on two central concepts, the notion of a calling to teach and of teacher hopefulness. Data from 205 preservice and inservice teachers were collected to determine teachers’ sense of calling and level of hope. Results indicate that overwhelmingly, both preservice and inservice teachers feel called to teach and have high levels of hope. However, there are some differences between preservice and inservice teachers and among inservice teachers based on years of experience. Results are discussed in the light of their implications for teacher coping, commitment, and resistance.

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References

1986Experience and Education 2001Handbook of Positive Psychology 1938Experience and Education.1986Habits of the Heart: Individualism and Commitment in American Life 2003The teacher's soul and the terrors of performativity 1991The will and the ways: Development and validation of an individual-differences measure of hope.1996Development and validation of the State Hope Scale.1991The will and the ways: Development and validation of an individual-differences measure of hope.

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2017Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools 2013Head start and the intensification of teaching in early childhood education 2018Mo(ve)ments in professional identification: achieving professional identity and becoming a teacher in Danish and Kenyan teacher education 2021Because I Am called: How a calling to teach emerges and develops in teachers working in catholic high schools 2022Self-Compassion dan Hope pada Guru Sekolah Inklusi

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