Abstract
This study investigated teachers’ use of humor in school settings. Eleven lower secondary school teachers from different branches volunteered in this qualitative study. I collected data through individual, face-to-face interviews and used content and descriptive analysis methods for data analysis. In conclusion, the participants mostly said that they generally used positive humor types for useful goals in school settings. The results regarding the participants’ goals of humor usage indicated that using positive humor types in the styles of affiliative humor and self-enhancing humor can be useful for managerial and pedagogical efficiency in schools. As for the results of the metaphorical analysis, participants mainly use positive humor and, to some extent, situational humor. Affiliative humor style was the most preferred one. The results also implied that some participants use self-enhancing humor style and aggressive humor style as well. Overall, this research offers a more complete and detailed understanding of teachers’ use of humor in school settings and can be used to guide teachers and school administrators who want to use humor effectively in both managerial and educational contexts.
Highlights
Humor can be incorporated into schools in a variety of ways, including administrative processes
This study focuses on teachers’ humor use both in classes and out of classes in school settings and investigates the teachers’ views of their own use of humor in school settings
This study utilizes one of the qualitative research methods, the phenomenology design, as the study aims to determine the perceptions of teachers about humor use in school settings
Summary
Humor can be incorporated into schools in a variety of ways, including administrative processes Research on humor use in schools has focused on either the instructional humor (Bieg & Dresel, 2018; Bieg et al, 2019; Bolkan et al, 2018; Chabeli, 2008; Deiter, 2000; Lei et al, 2010; Özdoğru & McMorris, 2013; Wanzer, 2002; Weaver & Cotrell, 1987; Ziv, 1988) or a series of organizational factors (Altınkurt & Yılmaz, 2016; Avolio et al, 1999; Balta, 2016; Blanchard et al, 2014; Cann et al, 1999; Cann & Etzel, 2008; Consalvo, 1989; Crowe et al, 2019; Evans & Steptoe-Warren, 2018; Fluegge-Woolf, 2014; Tümkaya, 2007). This study tries to reveal the phenomenon of humor use in school settings in a holistic way. In this context, it focuses to draw conclusions from the opinions of teachers on humor use for both organizational and instructional efficiency
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