Contrary to public perception, many teachers have a quite high job satisfaction (Zülfü 2010; forsa 2016). Several studies have already shown how essential passionate action, a love of the profession and the teacher's commitment to the success of teaching are in relation to the formal learning process of students (Frenzel / Götz / Pekrun 2008; Hattie 2009; Kunter / Baumert / Voss / Klusmann / Richter / Hachfeld 2013; Hagenauer / Hascher / Volet 2015). In the course of an analyzing evaluation (Zühlke 2012) of a school experiment, in which 25 secondary schools (Mittelschulen) in Bavaria participate for four years, it could be identified that the enthusiasm of a teacher (Keller / Hoy / Woolfolk / Goetz / Frenzel 2016) also plays a major role in finding and promoting pupil talents. In the TAFF school experiment (Talente finden und fördern an der Mittelschule), talents are not only presumed to be limited in the field of giftedness, the traditional research field of talent development (Renger 200; Ziegler / Fischer / Stoeger / Reutlinger 2012). Rather, it pursues the approach of enabling all students to recognize and develop their competences (Stiftung Bildungpakt 2015).

The evaluation of the school experiment takes place in the course of a practical research process in the sense of an implementation research (Gräsel / Parchmann 2004; Bhattacharyya / Reeves / Zwarenstein 2009). Its aim is to establish the conditions for finding and promoting talents in a secondary school and is implemented by means of a quantitative and a qualitative approach. For the quantitative approach standardized questionnaire surveys (De Vaus 2002) have been carried out at the 25 participating secondary schools since the school year 2016/17. The students participated in an online survey at the beginning and at the end of the activity (n = 397). Teachers were also questioned paper-based at the beginning and at the end of the measures (n = 59). In the qualitative part, case analyzes were conducted at six secondary schools. Several visits were carried out in the course of 17 TAFF measures. Participatory observations (Bogdan 1973; Kawulich 2005) were backed up with short structured guideline interviews (Kruse 2014) with students and teachers. In addition, structured guideline interviews with each six headmasters and teachers took place.

The studies showed that the subjectively perceived degree of teacher enthusiasm for the topic or subject of a measure is directly related to whether students find something new in the measure that they are good at and whether they feel encouraged in regard to their talents. To a similar extent, teachers who describe themselves as particularly enthusiastic about the topic of their course or subject, find talents among a higher number of pupils. In addition, students who have a particularly enthusiastic teacher more often say that they have gained more confidence through the TAFF measure. External specialists, who are also involved in the school experiment, are even more than enthusiastic than regular teachers. This means that not only against this background they are a great addition to the teaching process, but also because of their professional eye for talent. The results allow to draw conclusions for all levels of school (Fend 2006). At the micro level, it is important to reflect the communication between students and teachers regarding the perception and expression of enthusiasm. In school development - the meso level - the distribution of tasks, taking account of inclinations, should be of focus (here, above all, the expansion of the full-day school model). The role of ministries and school inspectorate (the macro-level), should not be neglected either: it is necessary to ask to what extent structural conditions of school can reduce and promote the enthusiasm of teachers.

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