[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585423-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-585423-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teacher-morale-motivation-and-professional-identity-insight-for-educational-policymakers-from-state-teachers-of-the-year","Teacher Morale, Motivation and Professional Identity - Insight for Educational Policymakers from State Teachers of the Year","","Teacher Morale, Motivation and Professional Identity presents educators’ perspectives on how policy, change, and professional demands shape teaching attitudes, emotional engagement, and long-term commitment. Drawing on findings collected through focus groups, interviews, and surveys with State Teachers of the Year and finalists, the paper examines affective dimensions of teaching, external views of the profession, and the role of self-efficacy, growth, and resilience. It concludes with recommendations for policymakers to strengthen alignment between goals and classroom realities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teacher-morale-motivation-and-professional-identity-insight-for-educational-policymakers-from-state-teachers-of-the-year/585423/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teacher-morale-motivation-and-professional-identity-insight-for-educational-policymakers-from-state-teachers-of-the-year/585423.png","ImageObject",300,407,{"name":42,"@type":43},"Aria Callaghan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What sources of data does the paper use to inform its findings?","Question",{"text":63,"@type":64},"The paper reports findings gathered from focus groups, interviews, and surveys with and of State Teachers of the Year and finalists.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does educational change influence teacher motivation?",{"text":68,"@type":64},"It examines how evolving educational and societal dynamics affect educators’ motivation and the emotional and vocational context of teaching.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the themes suggest about self-efficacy and resilience for teachers?",{"text":72,"@type":64},"The themes connect professional identity and needs to meaningful growth, describe how policy demands affect self-efficacy, and highlight resilience in contending with challenges from change.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},585423,1792165432,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","TEACHER RESEARCHER POLICY PAPER SERIES  \nTeacher Morale, Motivation and Professional Identity:  \nInsight for Educational Policymakers from State Teachers of the Year  \nMay 2017  \nDavid Bosso, Ed. D. 2012 Connecticut Teacher of the Year  \nDr. David Bosso is the 2012 Connecticut Teacher of the Year and 2012 National Secondary Social Studies Teacher of the Year. Over the course of his teaching career, Bosso has traveled to Africa, Asia, the Middle East, and Europe as part of educational delegations for global understanding. Bosso currently serves as the President of the Connecticut Teacher of the Year Council and the Connecticut Council for the Social Studies, and he was a 2014 fellow at the Lowell Milken Center for Unsung Heroes in Fort Scott, Kansas. Bosso has written a number of articles and blogs on educational policy, cross-cultural comparisons, teacher leadership, and social studies education. He holds a Masters of Education degree from the University of Hartford in Educational Technology and a Masters of Arts in History from Central Connecticut State University. Bosso earned his Doctor of Education degree from American International College.  \nAcknowledgements:  \nThe author extends his gratitude to the following individuals for their support, insight, efforts, and encouragement: Katherine Bassett, Executive Director of the National Network of State Teachers of the Year and 2000 New Jersey Teacher of the Year; Ellen Behrstock-Sherratt, Ph.D., Senior Research and Policy Analyst, American Institutes for Research; Tim Dove, 2011 Ohio Teacher of the Year and Educator in Residence, Council of Chief State School Officers; Jessica Hansen, Research and Executive Assistant, National Network of State Teachers of the Year; Christopher Poulos, 2007 Connecticut Teacher of the Year; Mark Smylie, Ph.D., Professor Emeritus of Education, University of Illinois at Chicago; Jennifer York-Barr, Ph.D., retired professor, University of Minnesota; and the 2012 State Teachers of the Year, whose voices, perspectives and wisdom inspired this project.  \nThe National Network of State Teachers of the Year (NNSTOY) Teacher-Researcher Policy Paper Series  \nWith the publication of this paper, the National Network of State Teachers of the Year is embarking on a new series of policy papers authored by our members who hold advanced degrees. In this series, these teacher-researchers, most of whom hold full-time teaching positions in addition to conducting research, explore issues and trends in education that directly impact educators, through the lens of the teacher-researcher.  \nMany of these papers, including this one, will  \ndirectly report findings garnered from focus groups, interviews, and surveys with and of State Teachers of the Year and Finalists themselves. Through this series, the voices of these outstanding educators will be heard.  \nIt is with great pride that NNSTOY publishes this first paper, an exploration of the attitudes, motivation, and professional identity of outstanding educators. Dr. David Bosso collected these findings in the course of completing his doctoral dissertation for his Ed.D. at American International College in Springfield, MA.  \nWe trust that you will be enriched by reading his findings and, through them, hearing the voices of some of our nation’s best teachers.  \nWith warm regards,  \nKatherine Bassett  \nTable of Contents  \nExecutive Summary 6  \nIntroduction 7  \nThe Emotional and Vocational Context of Teaching 7  \nConsidering the Impact of Educational Change on Teacher Motivation 7  \nDemographic Information of Study Participants 9  \nTheme 1: The Affective Dimensions of Teaching 11  \nSense of Purpose, Passion and Motivation 11  \nTeachers’ Sense of Duty and the Affective Dimension of Education 12  \nThe Impact of Policy Pressures 13  \nDiscrepancies Between Policy and Purpose 13  \nTheme 2: External Views of Education 15  \nThe Impact of Policy on Perceptions of the Teaching Profession 15  \nThe Effects of International Comparison","cbCaiugeg4407LDp","https://ap.wps.com/l/cbCaiugeg4407LDp","pdf",747622,36,"English","# Executive Summary\n# Introduction\n# The Emotional and Vocational Context of Teaching\n## Considering the Impact of Educational Change on Teacher Motivation\n## Demographic Information of Study Participants\n# Theme 1: The Affective Dimensions of Teaching\n## Sense of Purpose, Passion and Motivation\n## Teachers’ Sense of Duty and the Affective Dimension of Education\n## The Impact of Policy Pressures\n## Discrepancies Between Policy and Purpose\n# Theme 2: External Views of Education\n## The Impact of Policy on Perceptions of the Teaching Profession\n## The Effects of International Comparisons on Perceptions of the Teaching Profession\n## The Disconnect Between Policy Goals and Classroom Realities\n## Perceptions of Respect\n# Theme 3: Self-Efficacy, Growth and Resilience\n## Professional Identity and Professional Needs\n## Meaningful Professional Growth\n## The Impact of Policy Demands on Teachers’ Self-Efficacy\n## Challenges to Teachers’ Self-Efficacy and Morale\n## Teacher Resilience and Contending with the Challenges of Change\n# Theme 4: Elevating the Teaching Profession\n## The Importance of Validating Teachers’Work\n## Inclusive Educational Cultures\n## An Obligation to Advocate for the Profession\n## Obstacles to Teacher Participation in Policymaking\n## The Need for Meaningful Career Opportunities\n# Summary and Recommendations\n# Conclusion\n# Appendix\n# References","[{\"question\":\"What sources of data does the paper use to inform its findings?\",\"answer\":\"The paper reports findings gathered from focus groups, interviews, and surveys with and of State Teachers of the Year and finalists.\"},{\"question\":\"How does educational change influence teacher motivation?\",\"answer\":\"It examines how evolving educational and societal dynamics affect educators’ motivation and the emotional and vocational context of teaching.\"},{\"question\":\"What do the themes suggest about self-efficacy and resilience for teachers?\",\"answer\":\"The themes connect professional identity and needs to meaningful growth, describe how policy demands affect self-efficacy, and highlight resilience in contending with challenges from change.\"}]","Teacher Morale, Motivation and Professional Identity - Insight for Educational Policymakers from State Teachers of the Year | PDF",1792054727,91]