A descriptive, qualitative analysis of in-depth interviews involving six high school teachers of psychology was carried out in order to ascertain the factors contributing to the outcome of education in the discipline. The Empirical Phenomenological Psychological method (EPP-method) was used. Eighteen categories of "meaning units" were derived from the analysis of the interview materials and are described together with representative quotations taken directly from the raw material. Didactic image but also school leadership, governors, politicians and students all influenced content, organisation and teaching of the psychology course, which is viewed not only as an autonomous subject in its own right but also a necessary preparation of young people for the realities of adulthood.


Didactic, EPP-method, Psychology, Teachers

Publication Date


Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.


Submission Location


To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.