Loopbaanwensen van leraren in het primair onderwijs 1992

<p>Labour mobility, occupational mobility and career preferences of teachers from schools for primary and special education. Teaching tasks: type of education/ class teacher-subject teacher/ which elementary years/ number of subjects, kind of subjects/ qualification / career: years of service ( at present school )/ number of schools respondent has been working for/ working for more than one school at present/ ever had a non-educational job / position: permanent-temporary appointment/ preferred nr. of working hours / external mobility: applications in the last two years/ will be working for the same school next school year/ stops working/ changing schools - type of education/ leaving education ( reasons for )/ / internal mobility: ( preference for ) job in management team, guidance tasks, developmental tasks/ nr. of hours spend on non-teaching duties / mobility prospects: preference for changing schools, other type of education/ preferred course of career / career hindrances: legal status/ redundancy regulations/ school-specific work situation/ age structure of team/ school size/ division of non-teaching duties/ type of vocational training and working experience/ availability of jobs/ personal circumstances / use of measures for own career and working situation: schooling, optimization of functioning/ stimulation of horizontal mobility or external mobility / realization of aspects of job: salary, permanent appointment/ working conditions/ social contacts with colleagues and parents of pupils/ quality of job / personal flexibility with respect to job / satisfied about possibilities for career as a teacher / measures to increase mobility / satisfied about job. Background variables: basic characteristics/ household characteristics/ occupation/employment/ consumption of durables</p>本数据集聚焦小学及特殊教育学校教师的劳动力流动、职业流动与职业偏好，调查内容涵盖：教学任务维度包括教育类型、班主任/学科教师身份、任教小学学段、任教科目数量与科目类型、教师资格资质；职业相关维度包括现任学校任职年限、受访者累计任教过的学校总数、当前是否同时在多所学校任职、是否曾从事非教育类工作；岗位聘用维度包括固定/临时聘用制、偏好工作时长；外部流动维度包括近两年求职申请情况、下一学年是否留任原校、离职情况、换校对应的教育类型、离开教育行业的原因；内部流动维度包括对管理团队岗位、指导工作、发展型工作的偏好、非教学职责耗时；流动前景维度包括换校偏好、其他教育类型职业偏好、理想职业发展路径；职业阻碍因素包括法律地位、裁员规制、学校特定工作环境、团队年龄结构、学校规模、非教学职责分配、职业培训类型与工作经历、岗位供给情况、个人境遇；自身职业与工作状况优化措施包括进修学习、工作效能优化、横向流动或外部流动激励；工作实现维度包括薪资待遇、固定聘用合同、工作条件、与同事及学生家长的社交互动、工作质量；此外还包含工作相关个人灵活性、对教师职业发展机会的满意度、提升流动性的相关措施、工作满意度，以及背景变量：基本特征、家庭特征、职业/就业状况、耐用消费品消费情况。