Teachers, Citizens, Precarious Workers? – The Security of Labour Relations in the Teaching Profession in Poland: Between Expectations and Reality

Abstract

In 21st-century Poland, the teaching profession faces a profound contradiction: whilst teachers are socially respected for their authority and mission, they experience significant labour precarity characterised by inadequate compensation and often challenging working conditions. This study examines the position of Polish teachers through two major angles: the Teacher-Citizen concept and the profession’s pronounced feminisation, with women comprising 84% of the teaching workforce.
The study then applies Guy Standing’s labour security classification and employs mixed methods including analysis of online forums, policy documents, and interviews with female teachers, revealing acute challenges in three key areas: income security (with salaries among the EU’s lowest), work security (unpaid overtime and blurred work-life boundaries), and labour market security (critical staffing shortages). Analysis of 2023 parliamentary election manifestos reveal a significant gap between political promises and policy implementation regarding teacher welfare. Despite widespread rhetoric about salary increases, substantive improvements remain limited. The research concludes that addressing teacher precarity requires comprehensive national policy intervention, including substantial salary increases and recognition of the gendered dimensions of educational labour, with broader implications for understanding labour precarity in feminised public sector professions across Europe.