Entering the Teaching Profession in Slovakia

Abstract

The article studies the current state of the teacher induction process in Slovakia, namely the prerequisites for entering the teaching profession. The focus of the current research is the following: the attractiveness of the teaching profession and its influence on the decision-making of future students of pedagogical major, teacher job satisfaction level, the proportion of education requirements for subject knowledge and teaching practice, availability of the profession, the assistance in the search for open positions and vacancies, probation period as a filter to the teaching occupation.

The research aims to determine the problematic aspects of the transition period from student to teacher that need to be addressed to prevent early maladjustment and drop-out in the teaching profession.

Methodology. The research was carried out by applying theoretical and empirical methods. The data were obtained from novice school teachers having conducted an online survey using Google Forms with open and closed questions.

The study’s preliminary results revealed the social image of the teaching profession and components of its attractiveness for future students, problems with the ratio of academic and practical parts in teacher education, possible ways to enter the profession, and the obstacles of the process.

The conducted research allowed us to come to the following conclusions. As a result of the low social image of a teacher, Slovakia is facing a shortage in the profession. The substantial misbalance in initial teacher education in favor of academic knowledge and the absence of specific official requirements for practical experience has subsequences in the quality of school education and early teacher maladjustment. Implementing an open system in the teaching profession is a temporary solution that causes many concerns, especially with the introduction of short-term teachers with low standard requirements in teaching abilities.

Lack of career help for new graduates-teachers throughout their job hunt may cause them to leave the education field. In this situation, adequate support of novice teachers becomes necessary, and the teacher induction program is a subject for future research.