Exploring the relationship between teacher professionality and occupational experience

Professional development is a key process within the wider agenda of raising standards and increasing societal growth capacity by improving teaching policy and practice in education. The aim of the research was to explore the relations between teacher's professionality and occupational qualifications. Forty teachers were asked to estimate their pedagogical, core and holistic representation competencies. The correlation analysis was applied to investigate the relations between the length of employment and the competencies. The results indicated positive but weak correlations that suggest the relationship between learning gains and development need as well as between assessment and targeted feedback. A negative but still weak correlation was found between the length of employment and ensuring physical, mental and emotional wellbeing. Future work will focus on elaborating the instrument used in this study as well as the experimental setup in order to gain further insights and reliable results.