Clear leadership and shared pedagogy help teachers cope

The challenges facing the Finnish education system are well known: learning outcomes are decreasing, teachers’ job satisfaction has declined and schools are becoming increasingly differentiated. Professor Risto Hotulainen of the University of Helsinki knows these trends thoroughly. He heads the , which has been investigating learning among schoolchildren and their teaching for 30 years. 

One of the current focus areas is teacher wellbeing. There is cause for concern, as research has shown that some lower secondary school teachers feel significantly stressed. 

“The number one cause of stress is additional duties that teachers carry out alongside teaching. Further professional demands include rising numbers of pupils in need of support,” Hotulainen explains.

At the same time, research has identified several ways to improve teachers’ occupational wellbeing.

In their work, teachers frequently need to make quick decisions or find solutions to conflicts.

A carried out by Hotulainen and his CEA colleagues highlighted that uniform school practices improve teachers’ occupational wellbeing. Being able to rely on common and clear practices related to, for example, pupil behaviour makes the work easier.

Similarly, a shared pedagogical approach helps teachers in their work.

“In practice, this can be sharing good practices, planning teaching together or assessing pupils collaboratively,” Hotulainen says.

According to Hotulainen, schools should encourage teachers to share their collaborative pedagogical solutions.

The study also demonstrated that trust is a key factor in teachers’ occupational wellbeing. 

“Teachers fared the best in schools where leadership was clear and open. This was linked to increased trust in school leadership as well as among teachers,” Hotulainen says.

Differences in trust were considerable between schools, which shows that individual schools can establish a positive atmosphere based on trust. This promotes teacher wellbeing and pupils’ school performance.

According to Hotulainen, effective leadership can bolster the school’s reputation and attract teachers. In contrast, poor leadership can undermine reputation and hinder recruitment.

In his work, Hotulainen is intrigued by research on the effectiveness of education.

“Our goal is to design a study model enabling us to identify schools that, in spite of the circumstances, succeed in supporting children’s learning,” Hotulainen says.

What makes the CEA’s work special is the fact that the centre has at its disposal survey data from the same schools dating back to the turn of the millennium.

“These datasets are unique in Finland. They enable exceptionally extensive studies on the skills and school-related attitudes of lower secondary school pupils,” Hotulainen points out.

Under Hotulainen’s direction, the CEA is also involved in international research projects that compare educational practices between Finland and other countries. An international perspective enriches Finnish educational assessment and helps develop new, innovative methods.