APPRECIATIVE QUALITATIVE INQUIRY AS A RESEARCH METHOD FOR EMPOWERING EDUCATORS: AN EXPLORATORY STUDY

In this qualitative study, which was grounded in the appreciative inquiry and social constructionist methodological frameworks, we examined the factors that empower educators in Greek schools, focusing on how these educators navigate professional challenges and experience job satisfaction and meaning. During the appreciative semi-structured qualitative interviews that included drawing activities, we invited our six participants to talk about what works well for them, share moments of pride, and illustrate the type of school in which they would like to work. Participants shared stories about their relationships with students, the pressure and challenges that they face, and the support they often receive from peers. Additionally, their ideal school illustrations gave us visual insights into their professional hopes. We analyzed the interviews using inductive thematic analysis, whereby several key themes were identified: a strong commitment to student development, emotional investment in educator–student relationships, administrative challenges, the value of supportive collegial environments, and adaptability in teaching methods. These findings show that intrinsic motivations, such as commitment to student growth and emotional fulfillment from meaningful educator–student interactions, serve as primary sources of resilience and satisfaction for educators. Despite systemic constraints such as administrative burdens, limited resources, and rigid top-down educational policies, participants demonstrated strong professional commitment to and creativity in addressing diverse classroom needs. Overall, our findings show the potential of appreciative inquiry as both a research method and an intervention since it offers educators space to reflect on their achievements and imagine alternative futures, thereby offering a deeper understanding of how educators view their roles and what sustains them, even when the system seems immutable. Our findings also suggest the need for educational policies that align with educators’ values, prioritize students’ social-emotional learning, and foster conditions that support both educator well-being and student development.