Browsing by Subject "teaching profession"

This study addresses the global concern of teacher shortages (TS), by seeking to understand the evolving landscape of the teaching profession. Currently, 26 out of 27 EU Member States report TS, and projections indicate worsening trends. The complexity of TS, originating from various factors depending on the country, region, subject, etc., necessitates a focused, yet holistic approach. Adopting a city-level approach, this study centers on Helsinki, where TS have been reported despite the profession’s high attractiveness. While existing research explored specific facets of the teaching profession, a comprehensive overview of the contemporary situation and interrelated factors is lacking. Consequently, this study aims to capture a holistic perspective by examining the recent changes, challenges, and needs of in-service teachers in Helsinki, alongside evaluating the perceived effectiveness of current support measures. The voices of teachers are captured and communicated through the Job Demands – Resource lens, a model suitable for exploring occupational factors. The teacher perspective was obtained through semi-structured interviews with in-service teachers in public comprehensive schools in Helsinki. While participation was requested from all public comprehensive schools, the final sample comprised six teachers, predominantly situated in East Helsinki. The obtained data was analyzed by conducting a thematic analysis. The analysis revealed a vicious cycle marked by increasing job demands and responsibilities, set against insufficient and declining resources. Not only are inadequate resources (e.g., materials, staff) adding to their workload, but teachers also find themselves shouldering additional responsibilities beyond content transmission, leading to a transformation of the profession. The teachers expressed great concerns about the resulting imbalance, linking it to a decline in teacher well-being. Additionally, recent policies and reforms have inadvertently contributed to these trends due to the unawareness of policymakers of classroom realities. These findings highlight the need for a holistic approach to enhance the teaching landscape, comprising among others the provision of essential resources, the refinement of the role and responsibilities of teachers, and greater awareness of classroom realities.