What is the motivation of teachers for professional development and career growth in the Czech Republic and Slovakia
Abstract
The paper puts into context the initial results of a research survey conducted in 2017 in the Czech Republic with a research investigation conducted in 2016 in Slovakia. It uses a qualitative approach in research as design chooses grounded theory and uses the focus group design as a method.
The teacher discourse, which is a steady result of the subjective and intersubjectively shared transformation of reality, is explored by mirroring with the model created in the focus groups. Through it, motivational factors are generated that the participants use to express their opinions.
Initial outcomes indicate that the absence of a career growth system in the Czech Republic does not affect the motivation for career growth. In both countries, teachers do not consider career growth to be motivating, mainly because of doubts about provable quality, teacher quality criteria in their respective career levels, or their inclusion.
In terms of professional development, the primary motivation of teachers is to continue to educate themselves and their pupils. Unfortunately, the ambition of the law to externally motivate teachers to disseminate their knowledge often leads only to motivation to participate in institutions providing this education.
The addressed teachers would also learn without the existing system - for themselves and their pupils.