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ERIC Number: EJ989781
Record Type: Journal
Publication Date: 2012
Pages: 21
Abstractor: ERIC
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0737-5328
On Teacher Hope, Sense of Calling, and Commitment to Teaching
Bullough, Robert V., Jr; Hall-Kenyon, Kendra M.
Teacher Education Quarterly, v39 n2 p7-27 Spr 2012
Teacher motivation long has been a topic of interest to researchers (Ames & Ames, 1984; Sylvia & Hutchison, 1985). It is widely recognized that the motivations residing behind teachers' actions profoundly shape the nature and quality of those actions and their effects on young people. Surprisingly, while often recognized especially by teachers as an important motivating factor, the sense of a teacher's "calling" or "vocation" has received remarkably little research attention, and been the object of but very few empirical studies. Hansen (1995) describes possession of a sense of vocation or calling as involving "a hopeful, outward-looking sentiment, a feeling of wanting to engage the world in some substantive way" (p. 5). On Hansen's view, there are strong links among a teacher's sense of calling and teacher hopefulness and commitment to teaching. Day, Elliot, and Kington (2005) take a similar position and point toward the importance of greater understanding of these aspects of teacher motivation. As Day et al., suggest, efforts designed to improve the quality of schooling that ignore teacher well-being and the values that bring teachers to teaching and keep them engaged in their work are certain to fail. The purpose of this study is to begin examining teachers' sense of being called to teach in relationship to their hopefulness and commitment to teaching, each, the authors believe, being a critical element to developing quality school programs. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nevada; Utah