Browsing by Subject "välbefinnande"

Education is of central importance in our society. It not only ensures economic growth, but also contributes to democratic decision-making, social inclusion, and equity. Teachers there fore play a vital role in society and to ensure that there are competent, talented and committed teachers in the future, the teaching profession needs to be respected and teachers´ well being taken seriously. Previous studies show that the workload is increasing and that the well-being of teachers is declining. Some teachers feel so exhausted that they choose to leave the teaching profession. This tendency is alarming and is seen not only in Finland but in several parts of the world. The aim of this study is to identify factors that increase workload and to understand which factors have a negative impact on teachers ́ well-being. In addition, by allowing teachers to highlight suggestions for improvement, the study can contribute with knowledge about how the teaching profession could develop so that well-being could increase, and workload could be reduced. The following research questions have been posed: 1. Which factors contribute to increased workload among teachers? 2. Which factors in the teaching profession contribute to reduced well-being? 3. What changes do teachers consider essential to promote their well-being and reduce workload? This study was conducted using a qualitative method where the material was collected through semi-structured in-depth interviews. A total of five teachers who teach in grades 1–6 participated. Qualitative content analysis is used to analyze the interviews. The results show that factors that increase workload are linked to the overall increase in work load. The teachers feel that the increased bureaucracy is stressful, as is the lack of resources in the classroom. When it comes to well-being, it is mainly friction in social relations that con tributes to poorer well-being. Mistrust and lack of support in leadership are also contributing factors. Teachers emphasize that it is important to keep teaching groups small and that they need better opportunities to deal with students who disrupt teaching. Greater clarity in policy documents and more effective collaboration are also important to counteract workload. In addition, teachers would like to be more involved in decision-making processes, they want to be taken seriously and be treated with respect.

The aim of this study is to explore factors that affect novice teachers' well-being and thereby gain increased understanding for teachers' situation in Finland. The purpose of this study is to examine how novice teachers experience their first year of teaching and well-being, which factors affect novice teachers' well-being, how novice teachers perceive mentoring, what can lead to teacher resignation and how it can be prevented. In this qualitative study I have used phenomenographic analysis. In this analysis the focus is on description and understanding of experiences. The data was collected through semi-structured interviews and there were six respondents in total. The respondents were all novice teachers. Three of the respondents work as primary school teachers and the other three respondents have left the teaching profession. The interviews were arranged in September-November 2014. The findings show that the transition from student teacher to newly qualified teacher is a period filled with confusion, insecurity and excitement. Many of the respondents felt unprepared for the working life. All the respondents highlighted the importance of support during the first year of teaching. All the respondents felt mentally energetic and were emotionally invested in work, even though they all described the first year of teaching as an exhausting and tiring period of their lives. The findings also indicate that there are several factors that affect the well-being of a novice teacher. The respondents felt that it was challenging to find themselves, their working methods and routines. They also noticed having too high demands placed on themselves. The working environment is mentioned as one of the most important factors that influence teachers' well-being. The results also show that there are huge differences in how new teachers are being introduced to the school environment in Finland. All of the respondents felt that they were welcomed to their schools, but only three of the respondents received an own mentor. Respondents explained that they mostly needed help and guidance with different practical things. They also think that a supporting work climate is the most fundamental thing that promotes teachers' well-being. The findings of the study show that there are several factors that influence teacher resignation, for example a desire for greater challenges and more opportunities for career development. The teaching profession can be frantic, stressful and the workload can become overwhelming. Many respondents also think that teachers are underpaid and overworked. Respondents think that more effective mentoring methods could prevent teachers from leaving their profession. It is important to keep on developing new methods that support novice teachers during their first year of teaching.

Aim. An alarming rate of today’s teachers feel exhausted and burnout. Research points out that this exhaustion might commence already during teacher studies and is then transferred to the profession. According to international reports there is a global trend where newly qualified teachers choose a career change only a few years after their exam, which indicates that the transition from teacher student to qualified teacher is specifically challenging. Concurrently there seems to be a lack of adequate social support for newly qualified teachers. At the time of this study there were, for example, no regulated or unitary induction periods or designated mentors for beginning teachers in Finland. Nonetheless, studies concerning social support in teacher studies and teaching professions have confirmed that support is one of the foremost resources that enhances teacher students’ and teachers’ resilience, acts as a buffer against stress, promotes wellbeing and, therefore, has a protective effect on their health. The aim of this study was to investigate the teacher students’ and newly qualified teachers’ experiences of their social support system in their studies and in the profession. Did they receive support from different sources (Alsubaie et al., 2019; Malecki & Demaray, 2003; Thoits, 1995) and different forms (Cobb, 1976) of support? And does the given social support correspond to the needs of support? (Cutrona, 1990). The study also wanted to find out how inspiring/burdensome teacher students and newly qualified teachers perceived their studies/profession. The study also unravels the teacher students’ and newly qualified teachers’ experiences on social support during the pandemic. Methods. This research was a quantitative pilot study using descriptive methods. A total of 18 teacher students and 6 newly qualified teachers from a university in Finland responded to an electronic enquiry about their experiences on social support. The data was collected based on a social support system enquiry which has been validated in previous research (Cornér, 2020; Pyhältö et al., 2009; 2015; 2018; Väisänen, 2019). In order to measure the teacher students’ and newly qualified teachers’ experiences of wellbeing/burden in their studies/profession the measuring instrument Socio-Contextual Teacher Burnout Inventory (STBI) (Cornér, 2020; Pietarinen et al., 2013; Pyhältö et al. 2015; Väisänen, 2016) was used. As the sample was small (<30), non-parametric methods have been applied. The analysis was carried out by IBM SPSS version 26. The study included one open question (no 23) to identify which forms of support teacher students and newly qualified teachers would perceive as most beneficial to them. Results. The majority of teacher students and newly qualified classroom teachers were satisfied with their studies and their jobs. They received social support from several different support sources in several different forms. Teacher students as well as classroom teachers perceived that informational and emotional support would be most beneficial for them. Teacher students, on one hand, called for more and better constructive feedback (informational support) and more understanding and empathy from educators in their studies. Classroom teachers, on the other hand, asked for practical advice from colleagues. Furthermore, they requested support from a mentor, specifically assigned for a role to incorporate newly qualified teachers in the activities of the school and receive practical information about the profession and the daily tasks. The support fit corresponded well with the needs of newly qualified teachers at the workplace whereas the teacher students were more critical of the support fit in their studies. Already during teacher education, it would, therefore, be critical to communicate the importance of social support and teach student teachers to express their needs for support as well as to give and receive support.