This thesis addresses the issue of teacher shortages in Dutch primary education. The first section of the study encompasses a multi-actor analysis of the Primary Education sector and provides a comprehensive overview of the recent efforts to reduce the teacher shortage.
Next, utilising Q-methodology, profiles of three types of teachers are drawn based on teachers' job preferences. The first is the Service-Focused teacher, who exhibits a strong commitment to assisting underprivileged children and values ethical leadership and community engagement. The second is the Classroom-Focused teacher, who prioritises pedagogical autonomy, trustworthy leadership, and stress mitigation. Lastly, the Career-Focused teacher emphasises personal growth, leadership opportunities, and career progression.
The final section of this study assesses the recent policies targeting the teacher shortage, as analysed in the first section, taking into consideration the Q-methodology outcomes. The conclusion recommends further research focusing on school leaders and teachers at schools in disadvantaged neighbourhoods.