I think some missed the point of the author:
I’m certain some readers are thinking: But if you enjoy teaching for the right reasons, wouldn’t you be more likely to be good at it? Perhaps that is right. But even so, another attitude works just as well: I don’t enjoy cutting the grass, but I do a good job anyway because I care about how my yard looks. Plenty of things are like that: exercising, changing diapers, cooking risotto, doing the laundry, picking up trash. You don’t have to enjoy something to do it, and you don’t have to enjoy something to be good at it.
So if you don’t like teaching, don’t worry about it. You don’t have to like it; you just have to care about it.
That, to me, sounds like an adult approach. The important thing is the result; not that if you like getting there.
So many times I used to say, "I’d like to vacuum and dust."
NO, I wouldn’t! What I’d like is to have those tasks done, and my home looking clean and comfortable; the result of which is an amount of satisfaction in a job well done.
I don’t know that teaching would be any different. Does one have to love teaching to do a proper job of it? It seems to me that this particular teacher put his/her feelings aside, (sounded like a ‘her’), and put the importance of her students learning ahead of her own, personal comfort level.
One thing bothered me, though:
Take grading papers, an activity to which many of use are deeply averse. Don’t we often dislike grading because we care about whether our students are learning, and we think they have fallen short? If you were indifferent, you might not dislike grading papers so much.
“They” have fallen short?
I’d tend to think that the dislike of grading papers is because it’s more of a reflection on you if the students fall short.
But then, maybe not so if, say, 95% of the students are doing well. In that case, it’d show a concern for the student, not her own abilities.
In which case, that’s a ‘plus’ in this teachers column, as far as I’m concerned.