THE MOTIVATION OF TEACHERS FOR PROFESSIONAL DEVELOPMENT AND CAREER GROWTH IN THE CZECH AND SLOVAK REPUBLICS

Abstrakt

The system of teachers further education is an essential opportunity for countries to increase the teaching competencies of teachers effectively. However, the functionality depends on how the system further education motivates teachers to increase pedagogical competencies through it.

The article puts it in context the results of the research conducted in 2017/8 in the Czech Republic with the research conducted in 2016/7 in the Slovak Republic. The research uses a qualitative approach, as a design chooses a grounded theory, and as a method, focussing on the focus group.

The discourse of teachers, which represents the consistent result of the individual and intersubjectively shared transformation of reality, is examined through mirroring the model formed in focus groups. The results indicate that the absence of a career growth system in the Czech Republic has no impact on motivation for career growth.

In both countries, teachers do not consider career growth as motivating mainly because of doubts about the proven quality, the criteria of the quality of teachers in the individual career stages or their classification. In the field of professional development, the primary motivation of teachers is further to educate themselves and their pupils.

The ambition of the law to externally motivate teachers to increase their knowledge often unfortunately only leads to the motivation for participation in the institutions providing this education.