EXPLORING THE RELATIONSHIP BETWEEN SCHOOL AMBIANCE AND TEACHERS’ ENTHUSIASM AT THE SECONDARY LEVEL: A QUALITATIVE STUDY

Abstract

The ambiance of a school significantly shapes teachers’ enthusiasm, motivation, and effectiveness, ultimately influencing students’ engagement and academic performance. This qualitative study explored how environmental, social, and administrative factors within secondary schools affect teachers’ enthusiasm in Lahore, Pakistan. Using a phenomenological research design, data were collected through in-depth, semi-structured interviews with 30 experienced secondary school teachers selected via purposive sampling. An interview guide was developed to elicit rich descriptions of teachers’ lived experiences regarding the school’s physical environment, social climate, administrative support, and academic culture. Data were analyzed using thematic analysis following Braun and Clarke’s framework, which involved coding, identifying patterns, and generating themes. Findings revealed that a supportive school ambiance—characterized by well-maintained infrastructure, collaborative staff relationships, and strong administrative support—fosters higher teacher enthusiasm, motivation, and emotional connection with students. Conversely, inadequate facilities, unsupportive leadership, and negative social climates contributed to teacher burnout and disengagement. The study underscores the importance of cultivating a positive school ambiance to enhance teacher well-being, effectiveness, and job satisfaction. School leaders and policymakers should prioritize strategies such as improving physical infrastructure, promoting supportive leadership, and fostering collaborative professional cultures to sustain teachers’ enthusiasm and ultimately improve student outcomes.