| Abstract [eng] |
In recent years, the Lithuanian education system has faced a pressing challenge: the instability of novice teachers' careers and the growing shortage of teaching staff. While new professionals do enter the education sector, many of them leave the profession quickly due to work-related stress, unfavourable working conditions, lack of support, and an underdeveloped sense of professional identity (Lebedytė-Mečionienė, 2022; Lander, 2022; Daly et al., 2023). This situation poses a serious threat to the quality and continuity of education and underscores the need for a more thorough analysis of the factors influencing beginning teachers’ decisions to remain in or leave the profession. The aim of this research is to identify the internal and external factors that shape the career dynamics of novice teachers. The theoretical framework is grounded in Bronfenbrenner’s (1996) ecological systems theory, which emphasizes the influence of various systemic levels (micro-, meso-, exo-, macro-, and chronosystems) on professional development (Sadownik, 2023; Kairienė et al., 2022), along with contemporary career development theories (Super, 1990; Savickas, 2005, 2018), which highlight the importance of adaptability, meaning-making, and self-reflection in career construction (Urbanavičiūtė, 2021; Paužuolienė & Laskytė, 2019). The empirical part of the study included a qualitative research design based on semi-structured interviews with ten novice primary school teachers from various regions of Lithuania. The interview guide was developed in accordance with the theoretical framework, which categorized career factors into internal (e.g., professional identity, emotional well-being, motivation, self-reflection) and external (e.g., administrative support, workplace climate, mentoring, education policy) career factors. Using content analysis, key categories and subcategories were identified, reflecting the respondents’ lived experiences and the dynamics behind their career-related decisions. The results revealed that strong internal motivation, a sense of professional meaning, emotional well-being, and a reflective approach to teaching are significant factors encouraging teachers to remain in the profession (Didžiulienė, 2023; Skaalvik & Skaalvik, 2021). At the same time, a supportive work environment—including collegial relationships, empowering leadership, and a clear educational policy—emerged as critical external factors influencing commitment (Day & Gu, 2010; Mockler, 2022; Ben-Amram & Davidovich, 2024). Nevertheless, unstable education reforms, excessive workloads, and societal uncertainty may undermine commitment and generate doubts about continuing to work in schools. The novelty of this research lies in its integrative approach, which connects three levels of internal factors—value-based motivation, emotional self-regulation, and professional reflection—with contextual external dimensions such as organizational culture, professional support, and education policy. The findings may serve as a valuable resource for policymakers, school leaders, and teacher education institutions in developing sustainable and empowering environments for early-career teachers. |
