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Teaching with Purpose: Student Engagement and Institutional Support as Key Drivers

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Title: Teaching with Purpose: Student Engagement and Institutional Support as Key Drivers
Language: English
Authors: Marija Brajdić Vuković, Ivana Miočić, Jasminka Ledić
Source: Journal of Effective Teaching in Higher Education. 2026 8(1):107-124.
Availability: Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Positive Attitudes, College Instruction, Foreign Countries, Teacher Attitudes, Teacher Student Relationship, Recognition (Achievement), Individual Development, Faculty Workload, Teaching Experience, Teaching Conditions
Geographic Terms: Croatia
Abstract: This study explores how university teachers develop and sustain a positive attitude toward teaching in higher education, emphasizing the role of emotional engagement, professional development, and student interaction. Building on the Positive Attitude Towards Teaching in Higher Education (PATTHE) framework, we employed creative qualitative methods, including keyword elicitation, photo-based prompts, and vignettes, with 39 Croatian university teachers from diverse disciplines and career stages. Findings reveal that teachers' enthusiasm and motivation are closely linked to meaningful relationships with students, personal growth, and institutional recognition of teaching. However, tensions between teaching and research responsibilities, lack of structured support, and administrative burdens often undermine these attitudes. Participants offered critical yet affirming reflections on the PATTHE framework, highlighting areas for its refinement. This study underscores the importance of institutional investment in mentoring, pedagogical training, and recognition systems that center the affective and relational dimensions of teaching in higher education. Although grounded in the Croatian context, the findings reflect challenges and insights relevant to higher education institutions globally.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502016
Database: ERIC
FullText Text:
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  Data: Teaching with Purpose: Student Engagement and Institutional Support as Key Drivers
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  Data: <searchLink fieldCode="AR" term="%22Marija+Brajdić+Vuković%22">Marija Brajdić Vuković</searchLink><br /><searchLink fieldCode="AR" term="%22Ivana+Miočić%22">Ivana Miočić</searchLink><br /><searchLink fieldCode="AR" term="%22Jasminka+Ledić%22">Jasminka Ledić</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Effective+Teaching+in+Higher+Education%22"><i>Journal of Effective Teaching in Higher Education</i></searchLink>. 2026 8(1):107-124.
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  Data: Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
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  Data: <searchLink fieldCode="DE" term="%22Croatia%22">Croatia</searchLink>
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  Data: This study explores how university teachers develop and sustain a positive attitude toward teaching in higher education, emphasizing the role of emotional engagement, professional development, and student interaction. Building on the Positive Attitude Towards Teaching in Higher Education (PATTHE) framework, we employed creative qualitative methods, including keyword elicitation, photo-based prompts, and vignettes, with 39 Croatian university teachers from diverse disciplines and career stages. Findings reveal that teachers' enthusiasm and motivation are closely linked to meaningful relationships with students, personal growth, and institutional recognition of teaching. However, tensions between teaching and research responsibilities, lack of structured support, and administrative burdens often undermine these attitudes. Participants offered critical yet affirming reflections on the PATTHE framework, highlighting areas for its refinement. This study underscores the importance of institutional investment in mentoring, pedagogical training, and recognition systems that center the affective and relational dimensions of teaching in higher education. Although grounded in the Croatian context, the findings reflect challenges and insights relevant to higher education institutions globally.
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      – Text: English
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      Pagination:
        PageCount: 18
        StartPage: 107
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      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Positive Attitudes
        Type: general
      – SubjectFull: College Instruction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Recognition (Achievement)
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      – SubjectFull: Individual Development
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      – SubjectFull: Faculty Workload
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Teaching Conditions
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      – SubjectFull: Croatia
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      – TitleFull: Teaching with Purpose: Student Engagement and Institutional Support as Key Drivers
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