Motivational and demotivational factors in the teaching profession: Perspectives of teachers considering and not considering attrition

DOI: https://doi.org/10.35765/mjse.2026.1529.15
Keywords: teacher profession, leaving the profession, preschool education, primary school, teachers’ motivation

Abstract

Research objectives (aims) and problem(s): The aim of the study is to examine whether there are differences between working teachers considering a career change and those who are not in terms of the motivation accompanying teachers at different stages of their careers.

Research methods: The study involved 513 Polish preschool and primary school teachers, of whom approximately 35% declared their willingness to leave the profession. The study was conducted using a closed-ended questionnaire, and the data were analyzed statistically (chi-square test, Fisher’s test).

Process of argumentation: The observed phenomenon of leaving the profession exacerbates the shortage of staff in educational institutions, negatively affects the quality of education, and increases the workload of other teachers. Therefore, this phenomenon should be studied in greater depth.

Research findings and their impact on the development of educational sciences: The findings indicate that internal and altruistic motives are the main drivers for entering and practicing the teaching profession, regardless of career plans. Teachers considering a career change report declining motivation more often due to external and organizational factors and cite habit, fear of change, and limited job alternatives as reasons for staying. Those not considering leaving report higher job satisfaction and professional fulfillment, despite criticizing bureaucracy and frequent reforms. Younger teachers and those working in preschools are more likely to consider leaving the profession.

Conclusions and/or recommendations: Limiting the outflow of teachers requires not only improving salaries but also systemic actions, such as improving working conditions, providing organizational and emotional support, and creating conditions for maintaining internal motivation and a sense of meaning in teaching work.

Author Biography

Barbara Surma, Ignatianum University in Cracow, Poland

Dr hab. Prof. UIK, wykładowca w Instytucie Nauk o Wychowaniu Wydziału Pedagogicznego Uniwersytetu Ignatianum. Ukończyła dwuletnie studia z Wychowania religijnego w metodzie Montessori – Katechezy dobrego Pasterza w Rzymie na Uniwersytecie Laterańskim, prowadzone przez Sofię Cavalletti. Jej zainteresowania badawcze obejmują edukację dziecka w wieku przedszkolnym, edukację religijną, metodę Montessori. Jest autorką 7 monografii, 32 artykułów naukowych oraz 22 rozdziałów w monografiach.

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Published
2026-06-30
How to Cite
Surma, B., Rostek, I., & Twardowska-Staszek, E. (2026). Motivational and demotivational factors in the teaching profession: Perspectives of teachers considering and not considering attrition. Multidisciplinary Journal of School Education, 15(1 (29), 261-278. https://doi.org/10.35765/mjse.2026.1529.15
Issue
Vol. 15 No. 1 (29) (2026): Stress and Success Among Teachers
Section
Thematic Articles

Copyright (c) 2026 Barbara Surma, Irmina Rostek, Estera Twardowska-Staszek

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