There is a high turnover among staff in preschools, as well as preschool teachers in educational management positions. The purpose of the study is to gain knowledge about how and why some preschool teachers remain in their positions as educational leaders. What is it that motivate them and sustains their interest? Are there any common threads between these preschool teachers? In addition, which contextual factors may affect their motivation to endure in their profession?
Professional stability (2015)
Associate professor emerita Gerd Abrahamsen and Associate professor Åse Dagmar Knaben have conducted a small interview study to explore issues concerning pre-school teachers' professional stability.
The following themes represent Professional Relations' research profile:
We rely on qualitative methods to capture lived experiences. We are dedicated to developing and exploring new methods that may access areas of experience that can be difficult to put into words.
We research the encounter between users of the welfare system and the professional, with an emphasis on the emotional and relational aspects of these meetings. In some projects the perspective of help-seekers is emphasized, in others the perspective of the care-provider.
We view the development of professionalism within the context of relationships and emotions. This requires an understanding of the correlation between intra- and interpersonal, institutional and societal dimensions that we find in psycho-social approaches.