The role of passion for teaching in intrapersonal and interpersonal outcomes
Carbonneau, N., Vallerand, R. J, Fernet, C. & Guay, F. (2008). The role of passion for teaching in intrapersonal and interpersonal outcomes. Journal of Educational Psychology,100(4), 977-987. United States of America: American Psychological Association. Retrieved from https://doi.org/10.1037/a0012545
The purpose of this study was to determine the role of passion in teachers' burnout symptoms, work satisfaction, and perceptions of positive student classroom behaviors. The dualistic model of passion (Vallerand et al., 2003) proposes 2 types of passion: harmonious and obsessive. In previous studies, harmonious passion has been shown to lead to adaptive outcomes (e.g., well-being and satisfaction), whereas obsessive passion has been shown to lead to less adaptive outcomes (e.g., shame and negative affect). In this study, 494 teachers completed measures of passion for teaching and various outcomes associated with the teaching profession twice over a 3-month period. Results of a cross-lag model based on structural equation modeling revealed that increases in harmonious passion for teaching predicted increases in work satisfaction and decreases in burnout symptoms over time, while changes in obsessive passion were unrelated to such outcomes. In addition, increases in both harmonious and obsessive passion predicted increases in teacher-perceived adaptive student behaviors over time. Overall, the results of the present study suggest that passion for teaching is an important concept to consider in education.
Institute for Positive Psychology and Education