ATTRACTION AND MOTIVATION OF SOCIAL WORKERS IN LATVIAN MUNICIPAL SOCIAL SERVICES
Abstract
The shortage of qualified social workers in Latvia is a persistent challenge that affects the quality, accessibility and sustainability of municipal social services. This study investigates the factors influencing attraction to the profession, motivation within it, and retention of social workers, social work students, and young people considering entering the profession. A mixed-methods approach was employed, combining quantitative surveys of 58 social work students and 197 municipal social workers, two expert interviews, and a focus group of tenth-grade students. The quantitative data were analysed using descriptive statistics, chi-square tests, t-tests, ANOVA and Spearman's correlations, while the qualitative data were examined through thematic analysis using Braun and Clarke's (2006) framework. The results suggest that intrinsic motivation is high across all groups, but that extrinsic challenges such as low salaries, emotional strain, burnout and a lack of career progression impede long-term retention. Generational differences were evident, with Generation Z prioritising flexibility and development opportunities more than older cohorts (Chillakuri, 2020; Kirchmayer, 2018). The profession's feminised public image and lack of awareness among young people further hinder recruitment, which is consistent with findings in other European countries (Galley, 2024; Hanlon, 2022). The study concludes with policy and organisational recommendations targeted at municipalities, national authorities and educational institutions, with the aim of improving workforce sustainability. These include salary reform, structured onboarding, enhanced psychological support, leadership development, targeted campaigns to attract men, and strengthened collaboration between schools and social service providers.
Fields of Study & Subjects
Social Work Education and Practice
Teacher Professional Development and Motivation
Social Sciences and Policies
Publication details
- Journal / source
- Education Innovation Diversity
- Volume
- 2
- Issue
- 11
- Pages
- 63–73
- Publication date
- 14 January 2026
- Language
- EN