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Thematic Teachers’ professional goals This category focuses on the

Thematic analysis (Braun & Clarke, 2006) of the interviews revealed six
main 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 theme
varied as teachers’ descriptions included diverse examples and personal
details. The theme “professional goals” concerning the teachers’ commitment
implied two subthemes: (a) students’ improvement, and (b) career development. “Collaboration” theme was split
into two: (c) conditional collaboration, and (d) unconditional collaboration.
The third main theme in regard to teacher change, “training and professional
development”, was subdivided into (e) classroom climate change, and (f)
effective teaching. The fourth
theme “personal and professional life” implied subthemes of (g) “integrated”,
and (h) “discrete” view of life. “Income and rewards” theme was split
into 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

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This category focuses on the
professional goals that help teachers stay committed to learning and teaching; each of the subcategories is a different response
to the same type of goal. The first example is one of the incidents in the
subcategory “students’ improvement” in which 80% of teachers believed that they
are a model to shape students’ personal and academic future.

 

A strong inclination or desire towards knowledge, deeply stirred by
issues and ideas that change our world, drawn to the dilemmas and potentials of
my students who come into my classes every day makes me committed to learning
and teaching. In brief, what makes me committed to my profession is the desire
to change the world a better place for my students to live.

 

The second example is one of the incidents
in the subcategory “career development”. 20% of teachers found teaching as a
professional practice of teaching career.

Teaching is a dynamic and challenging
profession. Teachers need a chance to develop and maintain professional values
and standards. They need to evaluate all aspects of
their teaching practice to ensure they are meeting the learning needs of their
students. They interpret and use student assessment data to diagnose barriers
to 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.
Relationships
among colleagues are the topic of this category. Two examples will illustrate
the topic. The first example is one of the incidents in the subcategory “conditional
collaboration”. 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 are
situated at our university system, such as time and working conditions. Lack of
training in collaboration, and issues such as motivation and personal
difficulties, also make collaboration difficult. We all know the importance of
interpersonal relationships at university, but most of us intentionally avoid
collaboration 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 between
colleagues. The incidents in this subcategory revealed 9% of teachers followed unconditional collaboration with their colleagues
to make the changes they wanted in their workplace.

 

Collaboration
is a friendly relationship to create a healthy atmosphere in workplace. Working
with other team members can actually make work fun. As you know there’s strength
in unity. So I much prefer to work in a team.

 

 Collaborative work offers me a great
opportunity to broaden my horizons and learn from others. We can discuss our
lesson plan and share useful sources of learning and teaching. I sometimes ask
my colleagues for help and advice. I believe changes are more probable to
happen if colleagues share ideas and experiences. This seems essential when I
want to make important decisions or face some challenges in my workplace.

 

 

4.1.3. Teachers’ professional training and development

Professional
development of teachers has become an essential condition in today’s
knowledge-based society to sustain the quality of teaching. Not only will
this help to improve the quality of teaching, but it will also help with their
retention. All
teachers need the chance to enhance their professional knowledge throughout
their career and become leaders in their field. The following examples are the incidents of the subcategory
“classroom climate change”.

 

Training
always causes progress and higher confidence for teachers. Teacher training has
positive effects on the development of teaching since it helps to change the
way classrooms are operated. It enables learners to become more engaged, effective and motivated to
achieve better quality outcomes in a flexible climate.

 

Training and development practices lead to higher academic
achievements, increased productivity, more efficient processing and exchange of
information, positive relationships among students and greater development of
trust, social support and class cohesion.

Creating a setting that interests students, makes them
feel comfortable, and encourages them to participate in classroom activities
and ask questions leads to a more effective lesson, and greater overall
learning. All of these aspects have been shown to result in better student
grades, and a higher level of classroom interest.

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