The joy of teaching

When he started his student teaching placement at William Penn High School, University of Delaware senior Joey Spagnolo felt nervous and a little reserved in front of his students. That changed when someone gave him a school pompom and he started using it in class to punctuate ideas.

"I love being … not outlandish, but outgoing. I'm bubbly. I have a big personality," Spagnolo said. "Now I integrate the pompom into my mannerisms. I'll ask students a question and throw it in the air."

Spagnolo found his authentic self through the simple prop of a pompom, and as he knows from a Winter Session research project he did as a junior at UD, authenticity is a key factor in experiencing joy.

An English education and women and gender studies double major, Spagnolo worked with faculty members Jill Flynn, professor of English and English education coordinator, and Kisha Porcher, associate professor of English and student teaching coordinator, on the project, which examined the experience of joy for student teachers and how it impacts experiences in the classroom.

"It's been very joyful," he said of his time at William Penn. "The students make it entertaining, and I've been able to curate and find a lot of joy."

More than happiness

With veteran teachers leaving the profession in record numbers, and fewer college students choosing it, saying that teachers need joy is a no-brainer.

"It's something that just seems like common sense," Flynn said. "You have to do what makes you happy, but to study it and quantify it helps us understand why it's important."

Identifying joy can help school systems and teachers develop strategies to prevent burnout and increase job satisfaction, as well as improve the student experience.

As he coded transcripts and looked for common themes, Spagnolo identified more than 30 terms that respondents identified with joy. He also learned that it isn't always associated with the feeling of happiness.