Motivational and demotivational factors in the teaching profession: Perspectives of teachers considering and not considering attrition
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- Tytuł: Motivational and demotivational factors in the teaching profession: Perspectives of teachers considering and not considering attrition
- Autor/Autorzy:
- Nazwa czasopisma: Multidisciplinary Journal of School Education
- Rok: 2026
- Tom: 15
- Numer: 1(29)
- ISSN: 2543-7585
- e-ISSN: 2543-8409
- Adres www:: https://czasopisma.ignatianum.edu.pl/jpe/article/view/4273
- Strony od-do: 261-278
- Abstrakt: Research objectives (aims) and problem(s): The aim of the study is to examine whether there are differences between working teachers considering a career change and those who are not in terms of the motivation accompanying teachers at different stages of their careers. Research methods: The study involved 513 Polish preschool and primary school teachers, of whom approximately 35% declared their willingness to leave the profession. The study was conducted using a closed-ended questionnaire, and the data were analyzed statistically (chi-square test, Fisher’s test). Process of argumentation: The observed phenomenon of leaving the profession exacerbates the shortage of staff in educational institutions, negatively affects the quality of education, and increases the workload of other teachers. Therefore, this phenomenon should be studied in greater depth. Research findings and their impact on the development of educational sciences: The findings indicate that internal and altruistic motives are the main drivers for entering and practicing the teaching profession, regardless of career plans. Teachers considering a career change report declining motivation more often due to external and organizational factors and cite habit, fear of change, and limited job alternatives as reasons for staying. Those not considering leaving report higher job satisfaction and professional fulfillment, despite criticizing bureaucracy and frequent reforms. Younger teachers and those working in preschools are more likely to consider leaving the profession. Conclusions and/or recommendations: Limiting the outflow of teachers requires not only improving salaries but also systemic actions, such as improving working conditions, providing organizational and emotional support, and creating conditions for maintaining internal motivation and a sense of meaning in teaching work.
- Dyscyplina:
- pedagogika
- psychologia
- pedagogika
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- 002 a Motivational and demotivational factors in the teaching profession: Perspectives of teachers considering and not considering attrition
- 003 b 0000-0001-5499-7393
- 003 b 0000-0001-8781-7643
- 003 b 0000-0002-8254-8867
- 003 a BARBARA SURMA (Autor)
- 003 a ESTERA TWARDOWSKA-STASZEK (Autor)
- 003 a IRMINA ROSTEK (Autor)
- 004 a Oryginalny artykuł naukowy
- 006 a Multidisciplinary Journal of School Education
- 008 a 2026
- 009 a 15
- 010 a 1(29)
- 011 a 2543-7585
- 012 a 2543-8409
- 014 a https://czasopisma.ignatianum.edu.pl/jpe/article/view/4273
- 015 a 261-278
- 020 a Research objectives (aims) and problem(s): The aim of the study is to examine whether there are differences between working teachers considering a career change and those who are not in terms of the motivation accompanying teachers at different stages of their careers. Research methods: The study involved 513 Polish preschool and primary school teachers, of whom approximately 35% declared their willingness to leave the profession. The study was conducted using a closed-ended questionnaire, and the data were analyzed statistically (chi-square test, Fisher’s test). Process of argumentation: The observed phenomenon of leaving the profession exacerbates the shortage of staff in educational institutions, negatively affects the quality of education, and increases the workload of other teachers. Therefore, this phenomenon should be studied in greater depth. Research findings and their impact on the development of educational sciences: The findings indicate that internal and altruistic motives are the main drivers for entering and practicing the teaching profession, regardless of career plans. Teachers considering a career change report declining motivation more often due to external and organizational factors and cite habit, fear of change, and limited job alternatives as reasons for staying. Those not considering leaving report higher job satisfaction and professional fulfillment, despite criticizing bureaucracy and frequent reforms. Younger teachers and those working in preschools are more likely to consider leaving the profession. Conclusions and/or recommendations: Limiting the outflow of teachers requires not only improving salaries but also systemic actions, such as improving working conditions, providing organizational and emotional support, and creating conditions for maintaining internal motivation and a sense of meaning in teaching work.
- 022 a leaving the profession
- 022 a preschool education
- 022 a primary school
- 022 a teacher profession
- 022 a teachers’ motivation
- 966 a pedagogika
- 966 a psychologia
- 966 a pedagogika
- 985 a Wydział Pedagogiczny
- 985 b Instytut Nauk o Wychowaniu
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- Tytuł: Motivational and demotivational factors in the teaching profession: Perspectives of teachers considering and not considering attrition
- Autor (Twórca):
- Tytuł czasopisma : Multidisciplinary Journal of School Education
- Data: 2026
- Dyscyplina:
- Słowa kluczowe w j. angielskim:
- Struktura:
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2026_art_Surma_B_Rostek_I_Twardowska-Staszek_E_Motivational and demotivational factors in the teaching profession....pdf (11,2 MB)
- Licencja: CC BY-ND 4.0
- Wersja tekstu: Ostateczna opublikowana
- Dostępność: Publiczny