Preferences Related to Becoming, Being, and Remaining a Teacher—A Case Study on Teachers’ Job Satisfaction in the Danish Public School System

This article examines teachers’ job satisfaction and explores a well-known phenomenon: the gap between people’s stated attitudes or intentions regarding a particular matter and their actual behaviors (for example, remaining or leaving). Specifically, it investigates the attitude-action divergence among teachers in the Danish public school system, who contemplate leaving their school or profession but ultimately stay, at least temporarily. This phenomenon is analyzed through factors such as the school’s approach to inclusion, digital practices, collegial collaboration, opportunities for professional development, and the alignment between job responsibilities and the resources available. The findings are based on statistical and survey data spanning the last 25 years. By applying a triangulating mixed-methods design, the article confirms the existence of a substantial attitude-action gap and proposes directions for further research.