What a ‘successful career’ means to teachers is little understood, although this would allow schools and educational governance alike to support teachers’ development, and to reduce their attrition. This study examines how 240 school teachers from Germany, Austria
and Switzerland conceptualize career success, as compared to 185 health-care/social workers and 125 information technology professionals. Using a cross-culturally validated, multidimensional scale, the authors find that teachers differ from other occupations in some, but not all, career success
dimensions. Their findings underline the relevance of cross-occupational studies in research related to teachers’ career development, and they suggest new levers for increasing teachers’ motivation, creating more effective developmental opportunities for them, and – ultimately
– reducing teacher attrition.
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Document Type: Research Article
Lucerne School of Business, Lucerne, Switzerland
Department of Human Resource Management, University of Graz, Graz, Austria
Chair of Human Resource Management and Organisational Behaviour, University of Bamberg, Bamberg, Germany
Institute for Research on Professions and Professional Learning, Schwyz University of Teacher Education, Goldau, Switzerland
Interdisciplinary Group for Management and Organisational Behaviour, WU Vienna, Vienna, Austria
Chair for Business Administration, University of Hamburg, Hamburg, Germany
January 1, 2020