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The Power of Passionate Teaching and Learning: A Study of Impacts on Social Science Teacher Retention and Student Outcomes

Author

Listed:
  • Greg Levitt

    (Department of Teaching and Learning, University of Nevada, Las Vegas.)

  • Steven Grubaugh

    (Department of Teaching and Learning, University of Nevada, Las Vegas.)

  • Joseph Maderick

    (Department of Teaching and Learning, University of Nevada, Las Vegas.)

  • Donald Deever

    (Extension Education, University of Nevada, Reno.)

Abstract

Social science teachers play a crucial role in shaping students' understanding of the world and their place within it. They not only impart knowledge but also help students develop critical thinking skills, empathy, and a sense of civic responsibility. Passionate teaching and learning are critical elements of effective education. This paper examines the impact of passionate teaching on teacher retention and wellness, as well as student learning, achievement, and well-being. Passionate teachers are defined by their enthusiasm, engagement, creativity, commitment, and flexibility, and have a positive impact on student motivation and engagement. On the other hand, passionate learners exhibit persistence, creativity, and autonomy in their learning journey. The paper also discusses strategies for increasing teacher passion for teaching, including professional development and a supportive school culture, and fostering student passion for learning, including a positive and engaging learning environment and opportunities for autonomy. The results of this study suggest that enhancing both teacher and student passion has a positive impact on teacher retention, teacher well-being, student achievement, and student well-being.

Suggested Citation

  • Greg Levitt & Steven Grubaugh & Joseph Maderick & Donald Deever, 2023. "The Power of Passionate Teaching and Learning: A Study of Impacts on Social Science Teacher Retention and Student Outcomes," Technium Social Sciences Journal, Technium Science, vol. 41(1), pages 82-85, March.
    • Handle: RePEc:tec:journl:v:41:y:2023:i:1:p:82-85
    DOI: 10.47577/tssj.v41i1.8484
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    References listed on IDEAS

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    1. Marco Weber & Lisa Wagner & Willibald Ruch, 2016. "Positive Feelings at School: On the Relationships Between Students’ Character Strengths, School-Related Affect, and School Functioning," Journal of Happiness Studies, Springer, vol. 17(1), pages 341-355, February.
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