Teacher Education and Development Study in Mathematics - IEA

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TEACHER PAY AND STUDENT MATHEMATICS ACHIEVEMENT
At least 10% to 15% of all teacher education graduates and 15% of subject-matter
teachers tend to leave teaching and move into other occupations. Teachers in the fields
of mathematics, science, and languages seem to be much more likely to find jobs in
private industries. Male teachers are more likely than female teachers to move into other
occupations. Economic cycles also affect the number of teachers in the labor market
because more teachers find jobs outside of education during economic booms.
These various circumstances have led not only to an expectation of teacher shortages,
but also to an acknowledgement of the need to increase the capacity of particular
teacher education programs. Many students are willing to enter distinct teaching fields,
including class teacher and special-needs education, counseling, arts, and practical
subjects. Certain teaching fields, such as mathematics and the natural sciences, however,
have a shortage of qualified teachers and applicants. In vocational education, there is
a shortage of applicants for technology and transportation, as well as for business and
administration education.
Policymakers will also have to account for the small but gradual decrease in the number
of males applying for teacher education programs. Overall, the number of men
entering teacher education programs is less than the number leaving teaching, and this
is especially true for basic and subject-specific teacher education. A survey conducted
by the Confederation of Unions for Academic Professionals (AKAVA) during 2000 to
2002 found that whereas 85% of all respondents taught for at least four to five years
after graduation, only 66% of male respondents continued with their teaching careers
after graduation.
Teaching has traditionally been seen as a respected profession in Finland. However,
recent perceptions about the heavier workload of teachers, their responsibility for
multiple tasks, including student welfare, a lack of discipline among students, and
occasional violence in schools have made teaching less attractive.
Teacher recruitment, hiring, and education
In Finland, basic- and upper-secondary education is provided almost entirely through
municipalities, joint municipal boards, and non-profit private institutions. The
municipalities manage most schools: 98% of comprehensive, 90% of upper-secondary,
and 70% of vocational. Local authorities are required to provide preschool and basic
education within their jurisdictions. They must also be licensed by the government
to provide general upper-secondary and vocational education. Within this context,
teachers are generally considered to be civil servants.
Teacher recruitment policies are established through national legislation, although
local education providers can differ in the qualifications they require of teachers. For
example, each school must retain a certain number of fixed posts, beyond which it can
hire teachers on an hourly wage basis.
Available teaching positions—whether fixed-term or paid hourly—are advertised in
national, regional, local, and education-specific newspapers, and on internet. Qualified
persons may apply to any such teaching position throughout the country, thereby
creating a more flexible teacher labor market. Candidates apply in writing and may
undergo tests and interviews, depending on the requirements of the local provider.
For the most part, teacher applicants have a good chance of finding employment in
Finland.