Abstract:
Summary.
Introduction. In Romania, pre-university education has been subject to a continuous process of change, with teachers facing overworked situations
within the framework of multiple applied reforms. These changes have determined the modification of their attitude towards the workstyle and
themselves. A healthy workstyle in pre-university education, with a crucial emphasis on work-life balance, is essential for the well-being of teachers
and the quality of education. This study aims to analyze the pre-university teachers' perception of their professional role through a SWOT analysis in
Timis County, Romania.
Material and methods. The performed study is cross-sectional, with open answers to five items, presented as topics of individual SWOT analysis
(strengths, weaknesses, opportunities, threats, objectives). Anonymity was strictly respected throughout the research process. The sample consisted
of 97 subjects who worked in pre-university education, with a gender distribution of 84.5% females and 15.5% males and seniority in education
between 10 and 39 years.
Results. Majorities of subjects were high school teachers (65%). The main strong points identified as the first choice were: experience (30.6%),
seriousness (27.4%), and positive attitude (21%). As weak points, excessive consciousness (27.4%), emotivity (22.6%), and lack of trust (17.7%)
were found. Teachers found as opportunities: increase of experience – 43.5%, professional contacts – 19.4%, and visibility – 12.9%, and as threats:
problems of the educational systems –33.9%, psychologic disturbances–19.4%, and lack of money –12.9%. The main objectives of the investigated
teachers were competencies development – 45.2%, time offered for family and personal needs –21%, and communication and better results –9.7%.
A 2 times higher percentage of teachers propose to develop their skills than those who propose to provide time for family and personal needs.
Conclusions. Investigated teachers perceive themselves professionally as experienced, severe, and with a positive attitude (vital points), as
excessively conscious, emotive, and lacking trust (weak points). As external factors, they perceive possibilities to increase their experience, contact
other professionals and be recognized (opportunities) and risks due to educational system problems, psychological disturbances, or lack of money
(threats). There is a misbalance between professional and personal life, with teacher involvement being twice as high.
