Break Barriers: Motivation and Obstacles in Secondary School Teacher Education

The quality of teacher education represents a fundamental pillar for effective educational systems. European and Czech educational policies emphasise alignment with labour market demands and continuous professional development of teachers. This study examines the motivations of and barriers faced by secondary school teachers enrolled in a pedagogical study programme at the Czech University of Life Sciences Prague, contextualised within broader European and national strategic frameworks. Employing a mixed-methods approach, the research combined document analysis of international and national educational policy reports with a longitudinal questionnaire survey of 404 bachelor’s level teacher education students. Chi-square tests and sign residual analyses investigated relationships between labour market position, study motivation, and perceived obstacles. Findings reveal that employer requirements primarily drive educational professionals to pursue further qualifications, whilst other occupational groups cite personal interest as their main motivator. Time constraints emerge as the predominant barrier across all groups, followed by inadequate employer support. No significant association was identified between motivation and perceived barriers. Comparative analysis demonstrates Czech teachers’ lower remuneration satisfaction relative to other countries examined in this research. The study concludes that enhanced employer support and targeted policy measures addressing time constraints are essential for effective teacher professional development.