Teachers’ Career and Educational Aspirations, based on the “Graduate Follow-up Research 2010"

This study aims to identify those factors which may have an influence on entrant teachers' career choices, aspirations for further education and training and access to leadership/management positions. These are strong gender stereotypes and polarization of sexes or the standardized requirements of the teaching profession.This study analyzes data from the "Graduate Follow-up Research 2010", a Hungarian national survey supported by the Social Renewal Operational Programme (SROP) "Higher Education System-level Development" project.The survey examines those higher education students who completed their undergraduate or graduate studies in 2007. The current study focuses on those who undertook teacher training. The total sample consisted of 49,382 people, the surveyed sample is 4,511 participants, and of this number 738 people have a teaching qualification.The results suggest that phenomena based on gender stereotypes are very typical among teachers. For example, the individual's sex fundamentally defines his or her career opportunities: leaders are much more likely to be men, while women have less chance to move forward even if their performance is better. At the same time teachers who chose masculine disciplines are more likely to undertake further education and training than those who chose feminine disciplines – regardless of their sex