<![CDATA[Quantitative evidence on joyful teaching in subject-specific contexts remains limited, particularly in education systems characterized by spatial disparities in resources. This study examined the effects of school location, teaching experience, and their interaction on joyful teaching practices among geography teachers in East Java, Indonesia. A quantitative approach with a cross-sectional survey design was employed. Participants comprised 50 geography teachers from 50 senior high schools located in cities and regencies. Data were collected using the Joyful Teaching Self-Reflection Scale, adapted from the Learning Enjoyment Scale, which demonstrated acceptable internal consistency with Cronbach’s α of 0.745 and McDonald’s ω of 0.764. A two-way analysis of variance was used to analyze the data. The results revealed a significant main effect of school location on joyful teaching, F(1, 44) = 31.592, p < 0.001, η²p = 0.418. Teachers in city schools reported higher scores than those in regency schools. Teaching experience had no significant effect, F(2, 44) = 0.104, p = 0.901, and no significant interaction was found between school location and teaching experience, F(2, 44) = 0.544, p = 0.585. These findings indicate that geographical context and structural support are more influential than length of service. Professional development should therefore address location-based disparities to strengthen affective pedagogy and promote equitable educational quality.]]>
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