Abstract:
How can education research on teachers’ perceptions of professional recognition impact school culture? Teachers in Australia report that they need more professional recognition, and the teaching profession concerned needs to be appreciated by the public. Sixty-eight per cent of the teachers in the profession have selected a broader category of issues relating to “reward and recognition”, according to the ATWD Teacher Workforce Report. Lack of appreciation hinders teachers’ professional recognition in Australian societal communities. Teachers who develop a changing perception of their professional recognition via Positive Psychology may experience elevated students’ gratitude and authentic colleagues’ acknowledgement. This research investigated how changing perceptions can motivate teachers to sustain their well-being through Positive Psychology perspectives. The research question was: how does positive school culture impact teachers' perceived professional recognition? Phase Two and Three of this research study adopted a qualitative approach to collect data from teachers at the Department for Education South Australia via open-ended questionnaires (n=41) and semi-structured interviews (n=19). The qualitative results revealed that a positive school culture could foster supportive, collegial relationships, embrace teachers’ professional strengths and promote career growth. It illuminated a positive pathway for teachers to change their perceptions of professional recognition through nurturing school culture rather than solely depending on external measures. The study’s implications address Positive Psychology approaches to enable teachers to develop an elevated perception of the teaching profession.