Słowa kluczowe
absolwenci
praca
kariera
nauczyciel
Abstrakt
Niniejszy artykuł przedstawia autorskie badanie poświęcone percepcji sukcesu zawodowego wśród absolwentów kierunku edukacja przedszkolna i wczesnoszkolna Wydziału Pedagogicznego Uniwersytetu Warszawskiego. Autorzy skoncentrowali się na grupie tych absolwentów, którzy we wstępnym wywiadzie zadeklarowali swoje przekonanie o osiągnięciu sukcesu zawodowego, co stanowiło kluczowe kryterium doboru uczestników. Większość badanych to aktywni nauczyciele szkoły podstawowej, ale także nauczyciele akademiccy. Celem badania była analiza percepcji sukcesu zawodowego wśród absolwentów Wydziału i analiza czynników wspierających proces osiągnięcia owego sukcesu. Wyniki jednoznacznie wskazują, że sukces postrzegany jest przez uczestników badania nie tylko przez pryzmat osiągnięć zawodowych, ale rozpatrywany jest również w kontekście balansu między życiem zawodowym a prywatnym – pełne poczucie spełnienia musi obejmować obie te sfery. Dodatkowo osoby badane podkreślają znamienną rolę wsparcia ze strony rodziny i najbliższych, którzy stanowią istotne wsparcie ich drogi zawodowej. Artykuł wnosi cenny głos do dyskusji nad subiektywnymi wymiarami sukcesu zawodowego wśród absolwentów studiów z zakresu edukacji początkowej.
Bibliografia
Abele, A. E., & Spurk, D. (2009). The longitudinal impact of self-efficacy and career goals on objective and subjective career success. Journal of Vocational Behavior, 74(1), 53–62; https://doi.org/10.1016/j.jvb.2008.10.005.
Aburumman, O. J., & Barhem, B. (2020). The objective and subjective aspects of career success. Journal of University of Shanghai for Science and Technology, 22(10), 2285–2300; https://doi.org/10.1007/s10672-021-09401-2.
Admiraal, W., Kittelsen Røberg, K. I., Wiers-Jenssen, J., & Saab, N. (2023). Mind the gap: Early-career teachers’ level of preparedness, professional development, working conditions, and feelings of distress. Social Psychology of Education, 26, 1759–1787; https://doi.org/10.1007/s11218-023-09819-6.
Ahmad, M., & Wilkins, S. (2025). Purposive sampling in qualitative research: a framework for the entire journey. Quality and Quantity, 59, 1461–1479; https://doi.org/10.1007/s11135-024-02022-5.
Arviv Elyashiv, R., & Rozenberg, K. (2024). Fostering early career teachers’ preparedness, self-efficacy and professional commitment: The role of teacher education. Teaching and Teacher Education, 148; https://doi.org/10.1016/j.tate.2024.104691.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287; https://doi.org/10.1016/0749-5978(91)90022-L.
Becker, P. E., & Moen, P. (1999). Scaling back: Dual-earner couples’ work-family strategies. Journal of Marriage and the Family, 61, 995–1007; https://doi.org/10.2307/354019.
Beckman, C. M., & Stanko, T. L. (2020). It takes three: Relational boundary work, resilience, and commitment among navy couples. Academy of Management Journal, 63, 411–439; https://doi.org/10.5465/amj.2017.0653.
Bhave, D. P., Kramer, A., & Glomb, T. M. (2010). Work–family conflict in work groups: Social information processing, support, and demographic dissimilarity. Journal of Applied Psychology, 95(1), 145–158; https://doi.org/10.1037/a0017885.
Bolli, T., Caves, K., & Oswald-Egg, M. E. (2021). Valuable experience: How university internships affect graduates’ income. Research in Higher Education, 62(8), 1198–1247; https://doi.org/10.1007/s11162-021-09637-9.
Bostic B., Schock N., Jeon L., & Buettner C. K. (2023) Early childhood teachers’ sense of community and work engagement: Associations with children’s social, emotional, and behavioral functioning. Journal of School Psychology, 98, 133–147; https://doi.org/10.1016/j.jsp.2023.02.007.
Braun, V., & Clarke, V. (2012). Thematic analysis. In: H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds), APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qual. Res. Sport Exerc. Health, 11, 589–597; https://doi.org/10.1080/2159676X.2019.1628806.
Cooper, M. (2014). Cut Adrift: Families in Insecure Times. Berkeley, CA: University of California Press. Available at https://www.degruyter.com/document/ (accessed 25 November 2021). https://doi.org/10.5860/CHOICE.188269.
De Vos, A., & De Clippeleer, I. (2009). Proactive career behaviours and career success during the early career. Journal of Occupational and Organizational Psychology, 82(4), 761–777; https://doi.org/10.1348/096317909X471013.
Egert, F., Dederer, V., & Fukkink, R.G. (2020). The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis. Educational Research Review, 29, https://doi.org/10.1016/j.edurev.2019.100309.
Elnahla, N., & Neilson, L.C. (2022). A Step-by-Step Guide on Preparing Online Interview Data for Analysis. in: SAGE Research Methods: Doing Research Online Chapter: A step-by-step guide on preparing online interview data for analysis. SAGE Publications, Ltd. https://doi.org/10.4135/9781529604313.
Erdogan, B., Bauer, T. N., Truxillo, D. M., & Mansfield, L. R. (2012). Whistle while you work: A review of the life satisfaction literature. Journal of Management, 38(4), 1038–1083; https://doi.org/10.1177/0149206311429379.
García-Hernández, M. L., Bernárdez-Gómez, A., Porto-Currás, M., & Torres-Soto, A. (2022). Changes in teaching from the perspective of novice and retired teachers: Present and past in review. Frontiers in Education, 7, 1068902; https://doi.org/10.3389/feduc.2022.1068902.
Gati, I., Krausz, M., & Osipow, S. H. (1996). A taxonomy of difficulties in career decision making. Journal of Counseling Psychology, 43(4), 510–26; https://doi.org/10.1037/0022-0167.43.4.510.
Gounder, S., & Govender, P. (2018). The Moderating Effect of Work-Life Balance on Job Satisfaction. Journal of Economics and Behavioral Studies, 10(2), 63–73; https://doi.org/10.22610/jebs.v10i2(J).2217.
Gu, Q., & Su, Y. (2016). How Does Objective Career Success Affect Subjective Career Success? The Moderating Role of Self-Awareness. Journal of Human Resource and Sustainability Studies, 4, 227–237; https://doi.org/10.4236/jhrss.2016.43025.
Heslin, P. A. (2005). Conceptualizing and evaluating career success. Journal of Organizational Behavior, 26(2), 113–136; https://doi.org/10.1002/job.270.
Haar, J. M., Russo, M., Suñe, A., & Ollier-Malaterre, A. (2014). Outcomes of work–life balance on job satisfaction, life satisfaction and mental health: A study across seven cultures. Journal of Vocational Behavior, 85(3), 361–373; https://doi.org/10.1016/j.jvb.2014.08.010.
Jo, H., Park, M., & Song, J. H. (2023). Career competencies: an integrated review of the literature. European Journal of Training and Development, 48(4), 805–832; https://doi.org/10.1108/EJTD-04-2023-0052.
Judge, T. A., Van Vianen, A. E. M., & De Pater, I. E. (2004). Emotional Stability, Core Self-Evaluations, and Job Outcomes: A Review of the Evidence and an Agenda for Future Research. Human Performance, 17(3), 325–346; https://doi.org/10.1207/s15327043hup1703_4.
Kouser, T., & Akhter, M. (2020). Opinion of the Graduates Teaching in Pre-Schools about Effectiveness of MA Early Childhood Education Program. Bulletin of Education and Research, 42(2), 1–14.
Lang S. N., Tebben E., Luckey S. W., Hurns K. M., Fox E. G., Ford D. Y., Ansari, A., & Pasque, P. A. (2024). Early childhood education teachers’ dispositions, knowledge, and skills related to diversity, inclusion, equity, and justice. Early Childhood Research Quarterly, 67, 111–127; https://doi.org/10.1016/j.ecresq.2023.12.005.
Lumsden, E., & Musgrave, J. (2023). ‘Early childhood studies is more than a degree; it is an experience’: undergraduate students’ motivations, professional aspirations and attributes. International Journal of Early Years Education, 31(4), 1086–1104; https://doi.org/10.1080/09669760.2023.2240836.
Marchlik, P., Wichrowska, K., & Zubala, E. (2021). The use of ICT by ESL teachers working with young learners during the early COVID-19 pandemic in Poland. Education and Information Technologies, 26, 7107–7131; https://doi.org/10.1007/s10639-021-10556-6.
Mayrhofer, W., Briscoe, J. P., Hall, D. T., Dickmann, M., Dries, N., & Dysvik, A. (2016). Career success across the globe: insights from the 5c project. Organizational Dynamics, 45, 197–205; https://doi.org/10.1016/j.orgdyn.2016.07.005.
Mayrhofer, W., Meyer, M., Schiffinger, M., & Schmidt, A. (2008). The influence of family responsibilities, career fields and gender on career success: An empirical study. Journal of Managerial Psychology, 23(3), 292–323; https://doi.org/10.1108/02683940810861392.
Melasalmi, A., Hurme, T.-R., & Ruokonen, I. (2022). Purposeful and Ethical Early Childhood Teacher: The Underlying Values Guiding Finnish Early Childhood Education. ECNU Review of Education, 5(4), 601–623; https://doi.org/10.1177/209653112211038.
Mirvis, P. H., & Hall, D. T. (1994). Psychological success and the boundaryless career. Journal of Organizational Behavior, 15(4), 365–380; https://doi.org/10.1002/job.4030150406.
Moloney, M. (2010). Professional identity in early childhood care and education: perspectives of pre-school and infant teachers. Irish Educational Studies, 29(2), 167–187; https://doi.org/10.1080/03323311003779068.
Ng, T. W. H., Eby, L. T., Sorensen, K. L., & Feldman, D. C. (2005). Predictors of objective and subjective career success. A meta-analysis. Personnel Psychology, 58(2), 367–408; https://doi.org/10.1111/j.1744-6570.2005.00515.x.
Oliveira-Silva, L.C., Barreiros Porto, J., & Arnold, J. (2019). Professional Fulfillment: Concept and Instrument Proposition. Psico-USF, 24(1), 27–39; https://doi.org/10.1590/1413-82712019240103.
Paleczek, D., Bergner, S., & Rybnicek, R. (2018). Predicting career success: is the dark side of personality worth considering? Journal of Managerial Psychology, 33(6), 437–456; https://doi.org/10.1108/JMP-11-2017-0402.
Petriglieri, J. L., & Obodaru, O. (2019). ‘Secure-base relationships as drivers of professional identity development in dual-career couples’. Administrative Science Quarterly, 64, 694–736; https://doi.org/10.1177/0001839218783174.
Pękala, J. (2022). The self-efficacy of candidates for the teaching profession towards work with a gifted student, Podstawy Edukacji, 15, 239–254; https://doi.org/10.16926/pe.2022.15.16.
Rahim, R. A., Ibrahim, Z., Sabapathy, T., Loganathan, L. M., Jusoh, M., Ahmad, B., Elshaikh, M. E., & Osman, M. N. (218). Recent Advances in Wireless Sensor Network Routing Protocols: An Energy Efficiency Perspective. International Conference on Computational Approach in Smart Systems Design and Applications, 1–8; https://doi.org/10.1109/ICASSDA.2018.8477598.
Silberfeld, C. H., & Mitchell, H. (2018). Graduates’ perspectives on their Early Childhood Studies programmes and employment opportunities. Early Years, 41(1), 5–22; https://doi.org/10.1080/09575146.2018.1490890.
Skoryk, H., & Grystyk, L. (2020). Theoretical analysis of the factors influencing modern teachers’ professional success. Scientific Journal of Polonia University, 38(1–2), 212–216; https://doi.org/10.23856/3868.
Smale, A., Bagdadli, S., Cotton, R., Russo, D. S., Dickmann, M., Dysvik, A., Gianecchini, M., Kaše, R., Lazarova, M., Reichel, A., Rozo, P., & Verbruggen, M. (2019). Proactive career behaviors and subjective career success: the moderating role of national culture. Journal of Organizational Behaviour, 40, 105–122; https://doi.org/10.1002/job.2316.
Susanto, P., Hoque, M. E., Jannat, T., Emely, B., Zona, M. A., & Islam, A. (2022). Work-Life Balance, Job Satisfaction, and Job Performance of SMEs Employees: The Moderating Role of Family-Supportive Supervisor Behaviors. Organizational Psychology, 13, 1–12; https://doi.org/10.3389/fpsyg.2022.906876.
Ustawa z 28 lipca 2023 r. o zmianie ustawy – Karta Nauczyciela oraz niektórych innych ustaw (Dz.U. z. 2023 r., poz. 1672).
Van den Borre, L., Spruyt, S., Van Droogenbroeck, F. (2021). Early career teacher retention intention: Individual, school and country characteristics. Teaching and Teacher Education, 105; https://doi.org/10.1016/j.tate.2021.103427.
Weston, S. J., Cardador, M. T., Hill, P. L., Schwaba, T., Lodi-Smith, J., & Whitbourne, S. K. (2021). The Relationship Between Career Success and Sense of Purpose: Examining Linkages and Changes. The Journals of Gerontology: Series B. Psychological Sciences and Social Sciences, 76(1), 78–87; https://doi.org/10.1093/geronb/gbaa162
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa 4.0 Międzynarodowe.
Prawa autorskie (c) 2025 Joanna Pękala, Kamila Wichrowska