Altonji, J. G., Arcidiacono, P., & Maurel, A. (2016). The Analysis of Field Choice in College and Graduate School. Determinants and Wage Effects. In S. Machin, L. Woessmann, & E. A. Hanushek (Eds.), Handbook of the Economics of Education (Vol. 5, pp. 305–396). Elsevier. https://doi.org/10.1016/B978-0-444-63459-7.00007-5
Bacolod, M. P. (2007). Do alternative opportunities matter? The role of female labor markets in the decline of teacher quality. The Review of Economics and Statistics, 89(4), 737–751. https://doi.org/10.1162/rest.89.4.737
Beffy, M., Fougère, D., & Maurel, A. (2012). Choosing the field of study in postsecondary education: Do expected earnings matter? Review of Economics and Statistics, 94(1), 334–347. https://doi.org/10.1162/REST_a_00212
Blömeke, S., Suhl, U., Kaiser, G., & Döhrmann, M. (2012). Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries. Teaching and Teacher Education, 28(1), 44–55. https://doi.org/https://doi.org/10.1016/j.tate.2011.08.006
Bohndick, C. (2020). Predictors of dropout intentions in teacher education programmes compared with other study programmes. Journal of Education for Teaching, 46(2), 207–219. https://doi.org/10.1080/02607476.2020.1724652
Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2002). Do high-stakes tests affect teachers’ exit and transfer decisions? The case of the 4th grade test in New York State. Unpublished Manuscript, Stanford Graduate School of Education
Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). The draw of home: How teachers’ preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management, 24(1), 113–132. https://doi.org/10.1002/pam.20072
Caena, F. (2014). Initial teacher education in Europe: an overview of policy issues. European Commission, Directorate – General for Education and Culture. Working Group on Schools Policy
Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286–302. https://doi.org/10.1177/0022487102053004002
Denzler, S., & Wolter, S. C. (2009). Sorting into teacher education: how the institutional setting matters. Cambridge Journal of Education, 39(4), 423–441. https://doi.org/10.1080/03057640903352440
Erdoğan, P., & Savaş, P. (2022). Investigating the selection process for initial English teacher education: Turkey. Teaching and Teacher Education, 110, 103581. https://doi.org/https://doi.org/10.1016/j.tate.2021.103581
Gilpin, G., & Kaganovich, M. (2012). The quantity and quality of teachers: Dynamics of the trade-off. Journal of Public Economics, 96(3), 417–429. https://doi.org/https://doi.org/10.1016/j.jpubeco.2011.10.003
Glutsch, N., & König, J. (2019). Pre-service teachers’ motivations for choosing teaching as a career: Does subject interest matter? Journal of Education for Teaching, 45(5), 494–510. https://doi.org/10.1080/02607476.2019.1674560
Gregg, P., Macmillan, L., & Vittori, C. (2019). Intergenerational income mobility: access to top jobs, the low-pay no-pay cycle and the role of education in a common framework. Journal of Population Economics, 32(2), 501–528. https://doi.org/10.1007/s00148-018-0722-z
Gunderson, M., & Oreopolous, P. (2020). Chapter 3: Returns to education in developed countries (S. Bradley & C. B. T.-T. E. of E. (Second E. Green (Eds.); pp. 39–51). Academic Press. https://doi.org/https://doi.org/10.1016/B978-0-12-815391-8.00003-3
Han, S. W., Borgonovi, F., & Guerriero, S. (2018). What motivates high school students to want to be teachers? The role of salary, working conditions, and societal evaluations about occupations in a comparative perspective. American Educational Research Journal, 55(1), 3–39. https://doi.org/10.3102/0002831217729875
Han, S. W. (2018). Who expects to become a teacher? The role of educational accountability policies in international perspective. Teaching and Teacher Education, 75, 141–152. https://doi.org/https://doi.org/10.1016/j.tate.2018.06.012
Hanushek, E. A., & Rivkin, S. G. (2006). Chapter 18: Teacher Quality. In Handbook of the Economics of Education (Vol. 2, pp. 1051–1078). http://www.scopus.com/inward/record.url?eid=2-s2.0-67649342382&partnerID=40&md5=f31ad852deab9c20fff399ae15b17589
Hanushek, E. A., & Pace, R. R. (1995). Who chooses to teach (and why)? Economics of Education Review, 14(2), 101–117. https://doi.org/https://doi.org/10.1016/0272-7757(95)90392-L
Hanushek, E. A., Piopiunik, M., & Wiederhold, S. (2019). The value of smarter teachers: International evidence on teacher cognitive skills and student performance. Journal of Human Resources, 54, 857–899.
Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258–297. https://doi.org/10.1080/13803611.2015.1018278
Herbst, M. (2012). Wynagrodzenia nauczycieli w Polsce - rozwiązania systemowe, dynamika i zróżnicowanie terytorialne. In M. Herbst (Ed.), Fiansowanie oświaty. ICM UW.
Herbst, M., & Herczyński, J. (2021). Prognozy zatrudnienia nauczycieli 2021 – 2030 (Report for the Foundation for Development of Education System - FRSE).
Herbst, M., Kaczmarczyk, P., & Wójcik, P. (2017). Migration of graduates within a sequential decision framework: Evidence from Poland. Central European Economic Journal, 1(48), 1–18. https://doi.org/https://doi.org/10.1515/ceej-2017-0002
Herbst, M., & Zając, T. (2022). The effect of raising the starting wage for teachers on self-selection of students to teaching-oriented courses. EUROREG working paper 1/2022.
Lankford, H., Loeb, S., McEachin, A., Miller, L. C., & Wyckoff, J. (2014). Who enters teaching? Encouraging evidence that the status of teaching is improving. Educational Researcher, 43(9), 444–453. https://doi.org/10.3102/0013189X14563600
Lautenbach, C. (2019). Teacher education as afield of study that results in social upward mobility? Choosing tracks of teacher education from an expectancy value perspective. Zeitschrift Fur Erziehungswissenschaft, 22(6), 1461–1488. https://doi.org/10.1007/s11618-018-0846-7
Nagler, M., Piopiunik, M., & West, M. R. (2020). Weak markets, strong teachers: Recession at career start and teacher effectiveness. Journal of Labor Economics, 38(2), 453–500. https://doi.org/10.1086/705883
Neugebauer, M. (2015). Who chooses teaching under different labor market conditions? Evidence from West Germany, 1980–2009. Teaching and Teacher Education, 45, 137–148. https://doi.org/https://doi.org/10.1016/j.tate.2014.10.004
Olsen, B. (2021). Teacher quality around the world: what's currently happening and how can the present inform the future? European Journal of Teacher Education, 44(3), 293–294. https://doi.org/10.1080/02619768.2021.1917053
Psacharopoulos, G., & Patrinos, H. A. (2018). Returns to investment in education: A decennial review of the global literature. Education Economics, 26(5), 445–458. https://doi.org/10.1080/09645292.2018.1484426
Ranking Szkół Wyższych - Perspektywy (Polish University Ranking - Perspektywy). (n.d.). Retrieved August 26, 2021, from http://ranking.perspektywy.pl/2021/
Roszkowska, S., & Rogut, A. (2007). Rozkład płac i kapitału ludzkiego w Polsce. Gospodarka Narodowa. The Polish Journal of Economics, 220(11–12), 55–84.
Snoek, M. (2021). Educating quality teachers: How teacher quality is understood in the Netherlands and its implications for teacher education. European Journal of Teacher Education, 44(3), 309–327. https://doi.org/10.1080/02619768.2021.1931111
Watt, H. M. G., Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., & Baumert, J. (2012). Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale. Teaching and Teacher Education, 28(6), 791–805. https://doi.org/10.1016/j.tate.2012.03.003
Zając, T., (2011). Jak kandydaci starają się dostać na studia? Analiza strategii kandydatów na wybrane kierunki studiów na Uniwersytecie Warszawskim. Decyzje, (16), 73–104.