Are Teachers Happy? Illuminating Insights Into Teachers’ Instructional Practices

Abstract

Teachers’ instructional practices are among the most crucial components of a successful educational setting to equip students with essential knowledge and skills apart from increasing the effectiveness of instruction. The purpose of this study is to examine teachers’ views and contentment about their instructional practices regarding the quality of instruction. The study was carried out through basic qualitative research design. Qualitative research is conducted with an aim to uncover facts about individuals’ experiences, perceptions, and perspectives toward a particular phenomenon. The participants of the study were 201 teachers, working in different grades and majors. Of the participants, 58% (n = 116) were female and 42% (n = 85) were male. The data collection tools included an electronic opinion form and focus group interview. The collected data were analyzed through content analysis. Findings of the study indicated that professional development activities and innovative implementations made teachers happy regarding their instructional practices. Second, teachers felt unhappy when they disregarded students’ individual differences. Third, teachers’ instructional goals were related to improving their content knowledge and technological competencies. They needed administrative support and time to achieve their instructional goals. In the light of the findings of the study, it is significant that observable and measurable professional development activities should be defined to increase the quality of teaching and student learning, as well as ensuring the implementation of new teaching skills.