Professional Characteristics of Teachers in Public Education and Shadow Education

Abstract

The study is based on international literature on shadow education, which is not widely researched in Hungarian educational science. Our paper aims to establish the theoretical foundation for future research in Hungary and promote the use of related concepts. The analysis is derived from a national large-scale sample (n=5063) teacher survey focused on exploring teachers' learning. The study examines the characteristics of teachers involved in shadow education and whether there are differences compared to those not. Our results indicate variations in the learning, motivation, and self-efficacy of teachers who work as private tutors. The article aims to uncover the characteristics of Hungarian shadow education and shed light on the identity of its teachers.