| Abstract [eng] |
Young teachers are entering the profession, but many leave quickly due to professional stress, unfavorable working conditions, a lack of support, or an unclear professional identity. This trend disrupts the continuity of the educational process and reduces the quality of education, and reveals systemic gaps in the recruitment, training, and retention of teachers. Still, there is insufficient research on how these factors shape the career trajectory of young teachers from their perspective. Therefore, this paper addresses the research problem of which personal and environmental factors determine the professional stability, development, or departure of young teachers from the teaching profession. The study used a qualitative research strategy. The research data were collected from purposive sampling using semi-structured interviews with 14 young teachers. The interview data were analyzed using qualitative thematic analysis. The results of the study revealed two main dimensions of factors influencing the career start of young teachers. Personal factors include fluctuations of emotional well-being, development of a professional self-concept and identity, motivation to teach, professional development, and a sense of career meaning. Only when environmental circumstances are favorable—school microclimate, support from managers and colleagues, infrastructure and working conditions, perception of education policy—can these internal resources be effectively realized. |
