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Profession or vocation: Teachers of preschool and early school on themselves and their occupation
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Katarzyna Górka
https://doi.org/10.48269/2451-0858-pis-2024-1-006
Abstract
This article refers to selected narrative axes surrounding the teaching profession. Against the background of organisational and legal aspects as well as the social perspective, the opinions of preschool and early school teachers about their professional work are presented. In order to gain insight into teachers’ points of view, in 2022 a diagnostic survey was conducted in which 63 teachers of preschool and early school education participated. For the purposes of this research, hypotheses were formulated relating to the level of teachers’ satisfaction with their work, remuneration as one of the key factors of job satisfaction, the phenomenon of professional burnout and teachers’ perception of their profession in terms of social mission. The results did not confirm the dominance of low professional satisfaction among teachers. They also indicated that the remuneration is not a factor determining its occurrence. The assumption that professional burnout is a common phenomenon among teachers was not confirmed, and furthermore, it is not a problem that only affects teachers with great professional experience. At the same time, most of the teachers surveyed agreed with the statement that their profession was a vocation.
Keywords:
teacher , preschool education , early school education , profession , vocationDownload files
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Published: 2024-07-10
10.31749/2451-0858-SaS
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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