Abstract
Estonian educational life is at a crossroad. Schools and their educational functions have become the focus of public discussion because of the worrisome tendencies in childhood and adolescent life (dropping out of school, deteriorating mental and physical health, increase in self-destructive behaviour, etc.). Many teachers are overtaken by tiredness and apathy. To the amazement of colleagues, even the best teachers are suffering from burnout and leaving school. What are the reasons for these phenomena? The general context of this article is the problem of sustainability in education and, consequently, the sustainability of society. This paper focuses on how teachers perceive themselves as subjects and how they can promote learners' becoming subjects and is based on 48 narrative essays. The author has interpreted the outcomes relying on the works of A. Maslow, L. Vygotsky, V. Peavy, and M. Fullan. The most significant conclusion is that there is a contradiction between the teachers' strong feeling of mission and responsibility which contrasts with the diminishing possibilities of implementing these priorities in their real work. Teachers assume they are accepted as decisive and responsible professionals. Furthermore, they expect other participants of educational processes to share responsibility.