Social representations on the permanence in teaching: what do elementary/middle school teachers say?

Abstract

The purpose of this study was to analyze the social representations of public elementary/middle school teachers about their permanence in the profession in the perspective of the objectifications and anchorages that organize these representations. The methodology adopted consisted of descriptive and analytical research whose reference was the Theory of Social Representations. The sample involved 25 female and male teachers from elementary/middle school. The instrument used to collect data followed the Q technique consisting of ordering 70 pre-elaborated items on the subject under study that would be sorted out in order of importance according to each informant. The analysis of teachers' information after recorded followed the procedures of the mentioned technique, based on standard deviation. The results of this study point out that the social representations of teachers about the permanence in teaching are organized as follows: the teachers of group 1 selected phrases with de-motivating meanings for the permanence in the profession. However, teachers of group 2 chose phrases that express motivating elements to remain in teaching. We conclude that there are polarities between the objections and the anchorages in the social representations of these teachers. The images they build about the teaching profession display a pleasant profession, while the meanings assigned to it are unpleasant and de-motivating to go on as a teacher.