Careerist Orientation and Quiet Quitting

Abstract

This study examines the multidimensional factors influencing educators' professional orientation, motivation, and engagement in the workplace. It explores the dynamics of autonomy, competency, belonging, self-determined orientation, careerist ambitions, and quiet quitting among educators, emphasizing structural and demographic nuances. Findings reveal that educators experience average levels of autonomy, competency, and belonging but demonstrate a low self-determined orientation, suggesting external pressures that undermine intrinsic motivation, increasing susceptibility to job dissatisfaction and burnout. Quiet quitting is moderately prevalent, driven by structural challenges such as insufficient support and excessive workloads, which compromise educators' engagement and the quality of education delivered. Career ambitions are shaped by age, gender roles, and leadership positions, with younger educators showing a stronger desire for advancement. Female educators often navigate distinct professional trajectories shaped by gender dynamics. Leadership roles foster greater careerist orientation compared to entry-level positions. Living conditions emerge as a significant factor influencing career perspectives; educators in disadvantaged areas prioritize job security over career progression. A notable negative correlation is identified between careerist orientation and quiet quitting, indicating that teachers focused on career advancement are less likely to disengage, displaying higher investment in their roles and institutional success. Recommendations include providing tailored professional development programs, fostering inclusive and supportive workplace environments, implementing mentorship initiatives, and regular feedback mechanisms. These strategies aim to align educators’ aspirations with their daily responsibilities, enhance engagement, reduce disengagement, and promote equitable career opportunities. Cultivating a culture of openness and collaboration is suggested as a pathway to boosting educators' motivation and satisfaction while addressing structural issues within educational institutions. The study underscores the importance of integrating diverse perspectives and prioritizing both professional growth and well-being to achieve a committed and dynamic workforce that contributes to the success of educational organization.