Author: Naike Gorr
Teacher shortages are more than just a statistic—they're a pressing crisis affecting classrooms worldwide. Presently, 26 out of 27 EU Member States report teacher shortages, with projections indicating worsening trends (European Commission, 2023). Despite various initiatives to make the teaching profession more attractive, a combination of an aging teacher workforce, declining enrollment in teacher education programs, and high turnover rates is creating a perfect storm of shortages and dissatisfaction.
These challenges are also evident in Helsinki, Finland’s vibrant capital, despite its education system being acclaimed as one of the best in the world. My Master’s thesis delves deep into these issues, offering a detailed look at the current state of the teaching profession in Helsinki and proposing actionable recommendations. Let’s explore the findings and implications of this study to understand why this research is crucial for the future of education.
Helsinki: A City-Level Examination
While many studies have examined teacher shortages on a national or international scale, my thesis takes a unique city-level approach, focusing specifically on Helsinki. This choice was driven by the complexity of the issue; various factors—such as enrollment rates and an aging workforce—contribute to the problem, and these factors differ among countries, cities, subjects, and educational levels, making a national-level examination nearly impossible. By zooming in on Helsinki, my study provides a nuanced understanding of localized challenges within the broader context of Finland’s educational landscape.
A Short Note on Methodology
The teacher perspective was obtained through semi-structured interviews with six in-service teachers in public comprehensive schools. While participation was requested from all public comprehensive schools, the final sample was small and predominantly situated in East Helsinki. The study was driven by two research questions: how teachers perceive their current work environment, focusing on job demands and resources, and what their expressed needs are to meet these demands effectively. The data obtained was analyzed using thematic analysis.
A Vicious Cycle of Challenges
At the heart of my findings is a troubling cycle that many teachers in Helsinki find themselves trapped in. Imagine this: teachers facing ever-increasing job demands and responsibilities while grappling with decreasing resources that are simply not enough. The heavy workload, comprising both teaching-related and non-teaching-related tasks, is intensified by poor time allocation and the need for teachers to take on tasks outside their expertise and comfort zone. The latter is a consequence of insufficient support staff (e.g., school psychologists, social workers), which can be traced back to shortages and diminished funding. Not only are human resources lacking, but material resources like teaching materials are also insufficient, requiring teachers to spend more time on lesson preparation. It’s like trying to perform a complex operation with a shrinking set of tools. On top of that, their work is compensated with a salary that does not reflect the challenging nature of their profession. The result? Increased stress, lower job satisfaction, and a significant decline in teacher well-being.
The Impact of Recent Policies and Reforms
One of the most striking findings of my study is how recent educational reforms and policies have exacerbated rather than alleviated these issues. Policymakers often seem disconnected from the realities of classroom life, leading to unrealistic expectations and inadequate support. For example, teachers have found themselves shouldering additional responsibilities beyond teaching without the necessary resources and knowledge due to policy-driven changes that fail to consider the realities of classroom life. This gap between policy decisions and actual classroom needs highlights the necessity for more informed, practical policymaking.
Voiced Needs of Teachers
So, what do teachers in Helsinki need to navigate these challenges effectively? To answer this, we need to listen to the teachers. My interviews revealed several key needs:
Reduced Student-Teacher Ratios: Teachers emphasized the importance of smaller class sizes. Fewer students per teacher would not only ease the workload but also enhance the learning environment, particularly for students with special needs. This aligns with the broader consensus that personalized attention is crucial for effective teaching.
Increased Resources: Beyond reducing class sizes, teachers are calling for more human resources, such as additional teaching staff and non-pedagogical support like social workers and psychologists. They also need better material resources, improved training opportunities, and a higher budget to meet the diverse needs of their students.
Support from Administration: Greater involvement in decision-making processes and supportive leadership are critical. Teachers want to be actively engaged in shaping policies that affect their work and need administrative support that genuinely understands and addresses their needs.
Streamlined Responsibilities: Teachers are currently juggling multiple roles that extend beyond traditional teaching duties. There’s a clear need for a strategic reallocation of time and responsibilities to ensure that teachers can focus on their core educational tasks without being overwhelmed by additional duties outside their expertise.
Moving Forward: Policy Recommendations
The findings from my thesis lead to several policy recommendations aimed at addressing the challenges faced by teachers in Helsinki:
Reassessing Student-Teacher Ratios: Schools should evaluate and adjust class sizes based on specific needs. Involving teachers more in these decision-making processes will help ensure that these solutions are practical and effective.
Redefining Teacher Roles: A clearer definition of teacher responsibilities and addressing staff shortages are crucial steps. Collaborative efforts among stakeholders can help redefine roles and ensure that teachers are equipped to handle their evolving duties.
Increasing Budget and Resources: Allocating more funds to schools based on their needs, and providing additional resources—including competitive salaries and improved training opportunities—are essential for supporting teachers.
Investing in Teacher Training: Both initial teacher education and ongoing professional development should be enhanced to better prepare teachers for contemporary challenges.
Raising Awareness: Increasing societal and stakeholder awareness of classroom realities can help bridge the gap between policy and practice, leading to more effective reforms.
Future Research Directions
The insights from my thesis pave the way for future research in several areas:
City-Level Studies: The city-level approach I adopted provides a novel perspective. Future research could explore how this approach can be applied to other municipalities and compare findings across different urban settings.
Broader Sampling: Expanding the sample size and including more diverse schools could offer a more comprehensive view of teacher shortages and well-being across Helsinki and beyond.
Policy Impact Studies: Investigating the real-world impact of recent policies and reforms on classroom dynamics could provide valuable feedback for policymakers.
Teacher Perspectives: Further studies should delve deeper into the needs and experiences of teachers, exploring specific challenges and effective support mechanisms in greater detail.
In Conclusion
My MA thesis provides a detailed examination of the current state of the teaching profession in Helsinki, uncovering the complex interplay of job demands, resources, and well-being. It offers valuable insights into the challenges faced by educators and highlights the need for informed, holistic policies that address the realities of classroom life. By focusing on Helsinki, my research underscores the importance of localized studies in understanding and addressing educational issues. As we move forward, it’s crucial to continue exploring these challenges and seeking solutions that can enhance the teaching profession and improve educational outcomes for students.
If you’re curious about the detailed findings and practical solutions proposed, I invite you to delve into the full thesis (link below) to gain a comprehensive view of the current state of Helsinki’s teaching profession and the paths forward.
Full thesis: http://hdl.handle.net/10138/573478
Interesting Literature
European Commission, Directorate-General for Education, Youth, Sport and Culture, (2023). Education and training monitor 2023: Comparative report, Publications Office of the European Union. https://data.europa.eu/doi/10.2766/936303
Granziera, H., Collie, R., & Martin, A. (2021). Understanding teacher wellbeing through job demands-resources theory. Cultivating teacher resilience, 229-244. https://doi.org/10.1007/978-981-15-5963-1_14
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001.
Holmström, A., Tuominen, H., Laasanen, M., & Veermans, M. (2023). Teachers’ work engagement and burnout profiles: Associations with sense of efficacy and interprofessional collaboration in school. Teaching and Teacher Education, 132, 1-13. https://doi.org/10.1016/j.tate.2023.104251
Juvonen, S., & Toom, A. (2023). Teachers’ expectations and expectations of teachers: Understanding teachers’ societal role. In M. Thrupp, P. Seppänen, J. Kauko, & S. Kosunen (Eds.), Finland’s Famous Education System: Unvarnished Insights into Finnish Schooling (pp. 121-135). Singapore: Springer Nature Singapore.
Pöysä, S., Pakarinen, E., & Lerkkanen, M. K. (2021). Patterns of teachers’ occupational well-being during the COVID-19 pandemic: Relations to experiences of exhaustion, recovery, and interactional styles of teaching. Frontiers in Education, 2(6), 1-13. https://doi.org/10.3389/feduc.2021.699785
Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. (2020). Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education, 23, 837-859. https://doi.org/10.1007/s11218-020-09567-x
Salmela-Aro, K., Hietajärvi, L., & Lonka, K. (2019). Work burnout and engagement profiles among teachers. Frontiers in psychology, 10, 1-8. https://doi.org/10.3389/fpsyg.2019.02254
Salmela-Aro, K., Upadyaya, K., & Hietajärvi, L. (2020). Suomalaisten rehtoreiden ja opettajien työhyvinvointiprofiilit koronakeväänä. Psykologia, 55(6), 426-443. http://hdl.handle.net/10138/326932
Skaalvik, E., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251–1275. https://doi.org/10.1007/s11218-018-9464-8.
UNESCO. (2022, October 4). World Teachers’ Day: UNESCO sounds the alarm on the global teacher shortage crisis [Press release]. https://www.unesco.org/en/articles/world-teachers-day-unesco-sounds-alarm-global-teacher-shortage-crisis
UNESCO, (2023). Global report on teachers: Addressing teacher shortages: Highlights, Publication Office of the United Nations Educational, Scientific and Cultural Organization.
Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000387400
Author´s name: Naike Gorr
About of author:
Author: Naike Gorr
Naike is a dedicated professional with a strong commitment to improving education and preparing future generations for the challenges of the 21st century. With experience spanning various levels, from classrooms to EU institutions, Naike has developed a deep understanding of the challenges facing education today and has identified the critical need to bridge the disconnect between stakeholders. As a graduate of Changing Education and a former student representative and board member of OSAry, Naike has consistently demonstrated a passion for transforming the educational landscape. With expertise in the teaching profession, equitable education, and education policy, Naike is committed to uniting key stakeholders to address pressing challenges such as teacher shortages, equitable education, and the development of 21st-century competencies.
Key words: teaching profession, teacher shortages, teachers’ voices
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