Keywords
teacher
well-being
career choices
preschool and early school pedagogy students
Abstract
This study aims to investigate how perceptions of teachers’ quality of life shape the career decisions of preschool and early school pedagogy students. A biographical research methods, was employed to gain insights into this topic. The analysis and interpretation of students’ written responses provided a foundation for uncovering both objective and subjective mechanisms that future teachers use to define their well-being. The findings shed light on the specific challenges and protective factors associated with the teaching profession. Students identified family relationships as a major protective factor, while also recognizing burnout as a major risk factor. The study concludes with several recommendations, including the need to better understand the determinants of teachers’ quality of life and to address the conditions that deter young people from entering the profession. Moreover, the study points to the necessity of improving teachers’ quality of life by providing individual and institutional support.
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