Recently, the need for special education teachers has been increasing in the job market as inclusion and support for people with special needs become more important. The profession of special education is very dynamic and therefore requires flexibility, professional development, and the development of strategies for future work. The motives for choosing such a profession are an important factor because the more motivated students are, the more they invest in their studies and professional development. The aim of this master's thesis was to investigate the motives for choosing special and rehabilitation pedagogy among students and employed special education teachers. We analyzed the expression of motives among all students currently studying special and rehabilitation pedagogy and those already working as special and education teachers. We divided them into groups based on year of study or years of work experience. We wanted to know how they perceived their professional identity and how employees SRP perceived professional development and what factors influenced it. We also examined their satisfaction with their choice and quality of study. We also wanted to know how employees rated their job satisfaction. Finally, we examined their assessment of job stress in their work area and the factors that stress them the most.The results show that students chose this educational program for altruistic motives. For employees, intrinsic reasons were the main reason for choosing special education. The most influential factor for professional development was their own choice of continuing education. Special education teachers generally rated their work as often stressful. The most stressful factor causing professional stress was administrative work.
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