| Respondents |
Approximate percentage |
Observations |
| When choosing the didactic profession, the most important fact is to have the personal human and social qualities |
| Group 1 |
−94% students are agree with the affirmation |
−72% students who were agree with affirmation considered that all the qualities from the questionnaire are necessary |
| −6% students consider that most important in choosing the didactic profession are personal interests, the dynamism of actual world, in generally |
−the others (28%) considered that they are not the most important and they give another qualities |
| Group 2 |
−44 % students are agree with the affirmation |
− 56% students consider that the other aspects (economic, social and cultural aspects) are more important than personal qualities |
| −10 % refused to respond |
| The selection and the hierarchy of the professional qualities required for teaching on the elementary and kindergarten level |
| Group 1 |
−56% have proposed on the top three positions: love for children, patience, and tolerance. |
−28% have proposed other qualities: enthusiasm, playful nature, optimism, faith religious. |
| Group 2 |
−75% have agreed with all the proposed qualities, their hierarchy being quite different |
−25% have considered that the qualities presented in questionnaire are not important, but they have not specified their. One possible explanation might be the fact that the students did not reflect much on the didactic profession, because it did not consist in a choice to them. |
| The external factor that can influence the decision to enter and stay in the educational system as didactic personnel |
| Group 1 |
−more 76% have considered that the economic factor was very important in their decision |
The arguments for the answers provided are related: −to the small salaries paid in education− the lack of or the insufficient financial extra stimulus that other professional categories are enjoying− the high price of the didactic materials− the long time required for the preparation of lessons and materials, for the evaluation of the pupils’ activity and for the performance of extracurricular activities − the attire for teachers, who need to be a model of decency and aesthetics. |
| − the rest of the respondents considered that this factor is not more important than the desire of becoming a teacher or the social statute gained within society, the others’ acknowledgment of being an intellectual. |
| Group 2 |
− 85 % have agreed that the economic factor is important in the desire of becoming a teacher |
| What other profession would they choose if the profession they are preparing now for would not be amongst the ones offered by society? |
| Group 1 |
− more 77% have mentioned the different professions− 2 % have not responded− 21% have responded that they did not thinking to another profession |
− 35 % have indicated the economic professions |
| Group 2 |
- the answers have been tightly related to the profiles they had opted for |
