Povolání učitel – ceněné, ale nedoceněné: Změny profese začínajících učitelů v České republice

The article focuses on the drop-out of graduates of teacher-training programmes from their teaching profession as a little-explored phenomenon in the field of higher education research. Using selected data from the Absolvent 2018 (Graduate 2018) survey, a comparison was made between the target group (graduates of teachers’ fields of studies) and all other respondents to the survey. The analysis of latent classes, distinguishing graduates on the basis of their declared personal and work-related reasons for leaving the teacher profession, shows a cumulative effect with the remuneration playing a major role. Using logistic regression, the influence of family origin and the nature of the study on the probability of drop-out is investigated as well. Graduates of the full-time form of study leave the profession less often than graduates of combined and distance teachers’ programmes. It is also shown that graduates of the three traditional research-oriented universities (Charles University, Masaryk University, Palacký University Olomouc) do not leave the profession more often than their counterparts from other higher education institutions. Completion of English language teaching programs, as well as mathematics, physics and ICT with a focus on teaching also reduces the probability of leaving the teacher profession.