Semester Award Granted

Spring 2025

Submission Date

May 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Thesis/Dissertation Advisor [Chair]

Sabrina Sembiante

Abstract

Teacher joy is a critical yet often overlooked factor influencing teacher retention, instructional effectiveness, and student outcomes. This study explores how teachers describe their experiences of joy in the workplace, focusing on the roles of choice, self-efficacy, and belonging. Grounded in Self-Determination Theory and Attribution Theory, this research examines the extent to which teachers’ perceived autonomy, competence, and relational support contribute to teachers’ professional fulfillment. Through qualitative methods, including in-depth interviews and thematic analysis, this study captures the perceptions of educators across diverse school settings. Findings reveal that teachers experience the highest levels of joy when they have meaningful autonomy in instructional decisions, feel competent in their ability to impact student learning, and perceive strong collegial and administrative support. Conversely, external mandates, bureaucratic demands, and a lack of recognition often diminish joy and contribute to burnout.

This research contributes to the growing body of literature on teacher well-being by offering insights into the specific conditions that enhance or hinder joy in teaching. The study’s implications extend to policymakers, school leaders, and teacher preparation programs, advocating for systemic changes that prioritize teacher autonomy, professional growth, and supportive workplace cultures. By fostering environments that promote teacher joy, educational institutions can improve teacher retention, enhance student engagement, and create more sustainable and fulfilling careers in education.

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