Teacher Disappointments from Teacher's Perspective

Semiha Şahin; Ömer Demir; Yavuz Kamil Şevik

Article Details

Teacher Disappointments from Teacher's Perspective

Authors:

Semiha Şahin | Ömer Demir | Yavuz Kamil Şevik

Publisher:

Eskişehir Osmangazi University

Main Topics:

Leadership in Education | Teacher and Student Wellbeing

Journal:

Osmangazi Journal of Educational Research Vol.11 Issue 1, pp.118-155

Document Type:

Article

Publication Date:

9/2024

Document Language:

English

Document ID (Org No.):

2001327192

pISSN:

2651-4206

Keywords:

Abstract:

 The psychological aspect of teachers in the context of the field of education has attracted significant scholarly attention in recent years due to its potential to enhance the academic achievements of students, teachers, and school leaders, as well as to cultivate a positive learning environment amidst modern uncertainties. Nonetheless, the disappointments experienced by teachers, who hold a crucial position within educational institutions, have been somewhat overlooked. The principal aim of this paper is to gain a comprehensive understanding of teachers encounters with disappointment, specifically focusing on their daily experiences in school settings. By employing a qualitative research methodology, this investigation adopts a phenomenological framework. The application of thematic analysis enabled an in-depth exploration of teachers experiences in relation to the phenomenon of disappointment. The analysis was rooted in data collected through semi-structured interviews with 28 teachers from schools in İzmir, Türkiye. The findings of the research reveal that the primary sources of teachers disappointments include the education system, educational administrators, parents, students, the teaching profession, and colleagues. These key themes were meticulously examined in the study, and both the positive and negative impacts of disappointments on teachers were also deliberated.

 The psychological aspect of teachers in the context of the field of education has attracted significant scholarly attention in recent years due to its potential to enhance the academic achievements of students, teachers, and school leaders, as well as to cultivate a positive learning environment amidst modern uncertainties. Nonetheless, the disappointments experienced by teachers, who hold a crucial position within educational institutions, have been somewhat overlooked. The principal aim of this paper is to gain a comprehensive understanding of teachers encounters with disappointment, specifically focusing on their daily experiences in school settings. By employing a qualitative research methodology, this investigation adopts a phenomenological framework. The application of thematic analysis enabled an in-depth exploration of teachers experiences in relation to the phenomenon of disappointment. The analysis was rooted in data collected through semi-structured interviews with 28 teachers from schools in İzmir, Türkiye. The findings of the research reveal that the primary sources of teachers disappointments include the education system, educational administrators, parents, students, the teaching profession, and colleagues. These key themes were meticulously examined in the study, and both the positive and negative impacts of disappointments on teachers were also deliberated.

 The psychological aspect of teachers in the context of the field of education has attracted significant scholarly attention in recent years due to its potential to enhance the academic achievements of students, teachers, and school leaders, as well as to cultivate a positive learning environment amidst modern uncertainties. Nonetheless, the disappointments experienced by teachers, who hold a crucial position within educational institutions, have been somewhat overlooked. The principal aim of this paper is to gain a comprehensive understanding of teachers encounters with disappointment, specifically focusing on their daily experiences in school settings. By employing a qualitative research methodology, this investigation adopts a phenomenological framework. The application of thematic analysis enabled an in-depth exploration of teachers experiences in relation to the phenomenon of disappointment. The analysis was rooted in data collected through semi-structured interviews with 28 teachers from schools in İzmir, Türkiye. The findings of the research reveal that the primary sources of teachers disappointments include the education system, educational administrators, parents, students, the teaching profession, and colleagues. These key themes were meticulously examined in the study, and both the positive and negative impacts of disappointments on teachers were also deliberated.

 The psychological aspect of teachers in the context of the field of education has attracted significant scholarly attention in recent years due to its potential to enhance the academic achievements of students, teachers, and school leaders, as well as to cultivate a positive learning environment amidst modern uncertainties. Nonetheless, the disappointments experienced by teachers, who hold a crucial position within educational institutions, have been somewhat overlooked. The principal aim of this paper is to gain a comprehensive understanding of teachers encounters with disappointment, specifically focusing on their daily experiences in school settings. By employing a qualitative research methodology, this investigation adopts a phenomenological framework. The application of thematic analysis enabled an in-depth exploration of teachers experiences in relation to the phenomenon of disappointment. The analysis was rooted in data collected through semi-structured interviews with 28 teachers from schools in İzmir, Türkiye. The findings of the research reveal that the primary sources of teachers disappointments include the education system, educational administrators, parents, students, the teaching profession, and colleagues. These key themes were meticulously examined in the study, and both the positive and negative impacts of disappointments on teachers were also deliberated.

Article Details

Teacher Disappointments from Teacher's Perspective

Authors:

Semiha Şahin | Ömer Demir | Yavuz Kamil Şevik

Publisher:

Eskişehir Osmangazi University

Main Topics:

Leadership in Education | Teacher and Student Wellbeing

Journal:

Osmangazi Journal of Educational Research Vol.11 Issue 1, pp.118-155

Document Type:

Article

Publication Date:

9/2024

Document Language:

English

Document ID (Org No.):

2001327192

pISSN:

2651-4206

Teacher emotions

teacher disappointment

teacher frustration

teacher unhappiness

Issues

Article Details

Teacher Disappointments from Teacher's Perspective

Authors: Semiha Şahin | Ömer Demir | Yavuz Kamil Şevik

Publisher: Eskişehir Osmangazi University

Main Topics: Leadership in Education | Teacher and Student Wellbeing

Journal: Osmangazi Journal of Educational Research Vol.11 Issue 1, pp.118-155

Document Type: Article

Publication Date: 9/2024

Document Language: English

Document ID (Org No.): 2001327192

pISSN: 2651-4206

Teacher emotions

teacher disappointment

teacher frustration

teacher unhappiness

Issues

Authors:

Semiha Şahin | Ömer Demir | Yavuz Kamil Şevik

Publisher:

Eskişehir Osmangazi University

Main Topics:

Leadership in Education | Teacher and Student Wellbeing

Journal:

Osmangazi Journal of Educational Research Vol.11 Issue 1, pp.118-155

Document Type:

Article

Publication Date:

9/2024

Document Language:

English

Document ID (Org No.):

2001327192

pISSN:

2651-4206