Thematic analysis (Braun & Clarke, 2006) of the interviews revealed sixmain themes addressing teachers’ performance: (1) professional goals, (2) collaboration,(3) training and professional development, (4) personal and professional life,(5) income and rewards, and (6) performance. The subthemes for each themevaried as teachers’ descriptions included diverse examples and personaldetails. The theme “professional goals” concerning the teachers’ commitmentimplied two subthemes: (a) students’ improvement, and (b) career development. “Collaboration” theme was splitinto two: (c) conditional collaboration, and (d) unconditional collaboration.
The third main theme in regard to teacher change, “training and professionaldevelopment”, was subdivided into (e) classroom climate change, and (f)effective teaching. The fourththeme “personal and professional life” implied subthemes of (g) “integrated”,and (h) “discrete” view of life. “Income and rewards” theme was splitinto subtheme of (i) “motivator”, and theme “performance” includes subthemes of (j) “educate”, (k)”inspire”, (l) “learn”, and (m) “change”. 4.1.
1. Teachers’ professional goals This category focuses on theprofessional goals that help teachers stay committed to learning and teaching; each of the subcategories is a different responseto the same type of goal. The first example is one of the incidents in thesubcategory “students’ improvement” in which 80% of teachers believed that theyare a model to shape students’ personal and academic future. A strong inclination or desire towards knowledge, deeply stirred byissues and ideas that change our world, drawn to the dilemmas and potentials ofmy students who come into my classes every day makes me committed to learningand teaching. In brief, what makes me committed to my profession is the desireto change the world a better place for my students to live. The second example is one of the incidentsin the subcategory “career development”.
20% of teachers found teaching as aprofessional practice of teaching career.Teaching is a dynamic and challengingprofession. Teachers need a chance to develop and maintain professional valuesand standards. They need to evaluate all aspects oftheir teaching practice to ensure they are meeting the learning needs of theirstudents. They interpret and use student assessment data to diagnose barriersto learning and challenge students to improve their performance.
4.1.2. Teachers’ collaboration This category focuses on teachers’collaboration. Coworkers value teamwork in decision making and conflict resolution.Relationshipsamong colleagues are the topic of this category. Two examples will illustratethe topic. The first example is one of the incidents in the subcategory “conditionalcollaboration”.
Almost all teachers (91%) knew the benefits of collaboration,but they preferred to keep their comfort zone. Problems and limitations in relation to collaborative work aresituated at our university system, such as time and working conditions. Lack oftraining in collaboration, and issues such as motivation and personaldifficulties, also make collaboration difficult.
We all know the importance ofinterpersonal relationships at university, but most of us intentionally avoidcollaboration that takes us out of our comfort zone. The second example is one of the incidents in the subcategory”unconditional collaboration” which deals with relationships betweencolleagues. The incidents in this subcategory revealed 9% of teachers followed unconditional collaboration with their colleaguesto make the changes they wanted in their workplace.
Collaborationis a friendly relationship to create a healthy atmosphere in workplace. Workingwith other team members can actually make work fun. As you know there’s strengthin unity. So I much prefer to work in a team. Collaborative work offers me a greatopportunity to broaden my horizons and learn from others. We can discuss ourlesson plan and share useful sources of learning and teaching.
I sometimes askmy colleagues for help and advice. I believe changes are more probable tohappen if colleagues share ideas and experiences. This seems essential when Iwant to make important decisions or face some challenges in my workplace. 4.1.
3. Teachers’ professional training and developmentProfessionaldevelopment of teachers has become an essential condition in today’sknowledge-based society to sustain the quality of teaching. Not only willthis help to improve the quality of teaching, but it will also help with theirretention.
Allteachers need the chance to enhance their professional knowledge throughouttheir career and become leaders in their field. The following examples are the incidents of the subcategory”classroom climate change”. Trainingalways causes progress and higher confidence for teachers. Teacher training haspositive effects on the development of teaching since it helps to change theway classrooms are operated. It enables learners to become more engaged, effective and motivated toachieve better quality outcomes in a flexible climate. Training and development practices lead to higher academicachievements, increased productivity, more efficient processing and exchange ofinformation, positive relationships among students and greater development oftrust, social support and class cohesion.Creating a setting that interests students, makes themfeel comfortable, and encourages them to participate in classroom activitiesand ask questions leads to a more effective lesson, and greater overalllearning.
All of these aspects have been shown to result in better studentgrades, and a higher level of classroom interest.