Browsing by Author "Suua, Marja"

Previous research shows that more and more teachers are considering a career change. Indicators measuring working conditions provide information on the fatigue experienced by teachers. The number of applicants for classroom teacher’s education programme has decreased from time to time, and graduates of teacher education may not be employed as teachers. The purpose of this master’s study was to better understand why a candidate for classroom teacher education ends up choosing not to do the work of a classroom teacher. The study examines why teacher students who give up classroom teaching have initially applied for classroom teacher’s education programme. In addition, the focus is on how different applicant profiles explain the abandonment of teaching. The research is guided by Watt and Richardson's (2007) FIT-Choice model of applying for a teacher and the model of giving up teaching based on the research results of Räsänen and partners (2020). The study was carried out using qualitative methods. The research material was collected by interviewing nine teacher students who are giving up classroom teaching at the University of Helsinki. Theory-guided content analysis was utilized in the analysis of the material. The analysis process began with a background study on the application of subject persons for classroom teacher training. The background study served as a support for the theory-guiding content analysis in the interpretation of the actual research problems. Disappointments with changes in the school system, challenges in interaction, heavy workload and lack of commitment contributed to the abandonment of classroom teaching, as discovered in previous research. In this study, the abandonment of teaching was further explained by the overturned ideals and negative experiences. For each teacher student, there were a number of interrelated reasons for giving up classroom teaching. The result of the research was a circle of abandoning classroom teaching. Applicant profiles did not differ significantly in terms of the factors behind the abandonment of classroom teaching. The heavy workload of the work explained the abandonment of classroom teaching most strongly for each applicant profile. However, several interrelated reasons were found between applying for a school teacher and giving it up. The research results can be utilized in the development work of the classroom teacher's profession and teacher education in order to keep future teachers motivated for their work. The research results support claims that teachers’ working conditions should be improved and the respect towards their work increased.