Teacher disappointment: subjective definitions, factors and consequences

Abstract

Purpose

The purpose of the current study was to explore the feeling of disappointment among teachers, their subjective definition of this feeling, the sources of their disappointment and its consequences.

Design/methodology/approach

Semi-structured interviews were conducted with 14 Israeli teachers.

Findings

From an analysis of the teachers' accounts it was clear that teachers attribute great importance to the feeling of disappointment and consider it to be an inherent part of their work in school. Furthermore, their accounts provide insight into the importance of two main factors – the teachers' role partners and the educational system. These factors are perceived by the interviewees to have much influence on teachers' sense of disappointment, which ultimately leads to implications for daily life in school and for the teachers themselves.

Originality/value

The uniqueness of this study is reflected in both its theoretical and practical aspects. First, the aim of this study is to deepen the concept of disappointment within the educational context. Second, the importance of this study is in presenting the feeling of disappointment from an unexplored venue – the teachers' subjective perspective. Addressing these aspects may increase our understanding of emotions in education, in general, and help focus the discussion on teacher disappointment, in particular.

Citation

Grossman, S. and Oplatka, I. (2021), "Teacher disappointment: subjective definitions, factors and consequences", Journal of Professional Capital and Community, Vol. 6 No. 3, pp. 205-220. https://doi.org/10.1108/JPCC-03-2020-0012