PEDAGOGŲ POŽIŪRIS Į PROFESIJOS PRESTIŽO VEIKSNIUS
TEACHERS’ ATTITUDE TOWARDS OCCUPATIONAL PRESTIGE

Summary/Abstract: The study examines the way lithuanian educators view different factors that determine occupational prestige. The questionnaire utilized by the authors focuses on the assessment of three perspectives: factors that currently effect occupational prestige; evaluation of the factors that should determine oc¬cupational prestige; and assessment of personally important occupational factors to the teachers. The study took place in 2009 and included a ran¬dom sample of 114 teachers of different ages, who worked in different educational facilities and locations. Research methods included literature review, data col¬lection survey as well as quantitative data analysis. The study found that all the factors related to the prestige of the profession could be divided into three groups: 1) occupation’s value to the society clus¬ter; 2) career advancement and socioeconomic re¬wards cluster; and 3) opportunities for professional growth and development cluster. According to the respondents, the most significant determinants of oc¬cupational prestige are socioeconomic rewards and career advancement opportunities that are followed by professional growth and development factors. In contrast to public perception prevailing in some ot¬her european countries, lithuanian teachers do not consider worthiness of their work to the society to be of great importance. As far as occupational presti¬ge is concerned, age, years of employment, level of education, type of educational facility or location of residence in most cases had no significant effect upon the opinion of the respondents. Keywords: occupational prestiže, teachers pro¬fession, career, worthiness of profession to the society, in-service training.

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