A pedagógusok helyzetéről szóló adatok természete
Nature of Data on the Situation of Teachers

Summary/Abstract: Although the most important news of the year 2022/2023 is that some groups of teachers have started an active protest in response to the Orbán government’s education policy, social policy and budgetary behaviour, it is equally important sociologically to understand why the vast majority of teachers have not joined this movement. The answer can be found by looking at teachers and teacher graduates not only as employees, but also as fully embedded in society. The paper shows that sectoral statistics for teachers are more biased than their sectoral statistics for other strata because there is no significant countervailing force (e.g. a chamber, or a major ownership group, etc.) controlling the data collection - which is thus entirely at the service of the educational administration’s objectives. Sociology of the teacher stratum, which is intended to complement data collection from a school administration perspective, is also more biased than sociology of other strata, because researchers and teachers who do not identify with the roles of teachers expected by society systematically avoid responding, and the results of teacher surveys are more ‘self-fulfilling predictions’ than surveys of other strata. The solution is to draw inferences from teacher subsamples of non-educator-specific data surveys. The most important such repositories are the censuses, The publication of the 1869–1960 census tables on the Internet, while not objectively creating new data, has made existing data much more accessible. The 10% sample of the 1970–1990 census and the 2001–2011 census as a whole have recently become available, allowing us to describe the situation of each group of teachers with unprecedented detail.

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