Abstract
The article analyzes the socio-educational variants in the decision-making to choose a basic education teaching profession. The different schools and contextual criteria that influence choosing to be a teacher are addressed. We worked with the action research method, with the help of structured interviews, and online forms. We worked with a sample of ten thousand participants: teachers, students, and management figures. The results show that the majority choose a basic level teaching career due to vocation and proximity to work centers. Most of these students stated that they did not have enough information for vocational guidance. It was found that most students in the process of choosing basic level teaching careers encounter economic difficulties and family problems. The results also show that students who are about to graduate from high school do not receive guidance from their parents or close relatives. The value of this work is focused on strengthening vocational guidance through educational actors, since its adequate implementation allows for improved tools so that young people can make the right decisions when choosing basic-level teaching careers.