1. Andragogic stimulation of teacher professionalization
Prof. Dr. [efika Alibabi},
Kristinka Ovesni, M.A.
Faculty of Philosophy
Department for Pedagogy and Andragogy
University of Belgrade
Andragogic stimulation of teacher professionalization

2. Differences of REP (reasons for engaging in profession) in the group of teachers, in comparison with the group of members of traditional professions is
More expressed in group of teachers who have not been properly specialized in pedagogical, psychological and andragogical subjects during period of initial professional preparation or INSET and
Minimized in group of teachers who had an opportunity to gain key professional teachers competencies.

3. Teachers (in primary, secondary and adult education) are a highly diverse group, with varying academic backgrounds and experience. Numerous surveys revealed that some teachers in contrast to members of traditional professions enter the profession
perhaps not really by accident but also seldom by design
with no clear sense of motivation
or because they had few or any other options

4. For most of teachers, as showed in surveys, the main reasons for choosing this profession are:
overall satisfaction with the teaching (i.e. with professional activities and clients);
learning and professional development;
professional autonomy;
social interactions with clients and colleagues;
they had no other career options.

5. Factor analysis of the question dealing with the REP resulted in the identification of five common factors
Social power and authority
Hygiene factor
Motivational factor
Professional autonomy and challenge to meet the professional standards
No other career options and
Learning and professional development (MTP, TPE)
Job Security (MTP, TSE, TAE)
Social interactions with clients and colleagues (TSE, TAE)

6. Members of traditional professions (MTP)
Teachers in primary education (TPE)
Teachers in secondary education (TSE)
Teachers in adult education (TAE) F M CA 1. F1
7.81
.952 F2
7.18
.958
8.54
.976 F3
8.16
.937 2.
F 2
6.99
,940
F 1
4.75
,946
4.72
,969
5.80
,934 3.
F 3
3.29
,904
3.33
,915
3.80
,968
3.93
,927 4.
F 4
3.24
,901
F 14
2.64
,853
F 6
1.94
,955
2.24
,908 5.
F 5
2.59
,881
F 11
2.20
,823
F 12
1.86
,952
F 8
2.15
,899 6.
2.08
2.17
,822
1.82
,945
2.07
,843 7.
F 7
2.00
,876
1.96
,819
1.81
,944
F 15
1.87
,837 8.
1.72
,852
,813
F 13
1.73
,932
1.83
,832 9.
F 9
1.59
1.66
,810
1.63
,871
1.60
,815
10.
F 10
1.56
,804
,497
1.45
,803
11.
1.41
,798
1.55
,589
1.43
,797
F - Factor
M - On a 5-point scale
CA - Kaiser-Meyer-Olkin Measure of Sampling Adequacy

7. teachers in secondary and adult education and
Our findings sugests that despite the differences in some educational and demographic aspects
teachers in secondary and adult education and
teachers in primary education and members of traditional professions
are relatively homogeneous groups with respect to the reasons for engaging in their professions.