teachers and principals in finland...• mentoring, induction programmes and professional...

Teachers and principalsin FinlandFinnish National Agency for EducationUnit for Information and Analysis2018

Topics• Share of qualified teachers: slide 3

• Mentoring, induction programmes and professional development: 4–11

• Teachers’ feeling of preparedness: 12

• Employment status: 13

• Age and gender distribution: 14–18

• Teachers’ tasks: 19

• Evaluation and appraisal of teachers: 20–23

• Salaries: 24–30

• School resources: 31

• Qualification, level of education and training of principals: 32–34

• Student/teacher ratio and group size: 35–42

09/04/2019 Finnish National Agency for Education 2

Qualified teachers by level of education in Finland (2015)


Source: Teachers and Principals in Finland survey (2016)

99%

Basic educationGeneral uppersecondary education

Vocational uppersecondary educationand training Liberal adult education

95%

100%

98%

94%

90%

98%

82%

Principals

Teachers


OECD average

0

25

50

75

Sweden Denmark Finland Norway Estonia Japan Poland Korea Alberta(Canada)

Iceland England (UK) Netherlands

Availability of mentoring programmes (2013)

Source: OECD (2014): TALIS 2013 Results: An International Perspective on Teaching and Learning.Table 4.3 http://dx.doi.org/10.1787/888933044803

Percentage of lower secondary teachers with access to a mentoring programme (for all teachers in the school) as reported by principal

http://dx.doi.org/10.1787/888933044803

Participation in mentoring (2013)


OECD average

0

10

20

30

40

JapanEngland (UK)KoreaNetherlandsAlberta(Canada)

PolandNorwayIcelandDenmarkSwedenEstoniaFinland


Percentage of lower secondary education teachers who presently have an assigned mentor to support them

http://dx.doi.org/10.1787/888933044803

Percentage of teachers in Finland who have received mentoring (2015)



5%

Basic educationGeneral upper

secondary education

3% 6% 6%

Vocational uppersecondary education

and training Liberal adult education


0

25

50

75

100

Poland Japan Iceland Norway Sweden Estonia Alberta(Canada)

Finland Denmark Korea Netherlands England (UK)

Access to induction programmes or activities (2013)


Percentage of lower secondary teachers with access to a formal induction programme (for all new teachers in the school) as reported by principal

OECD average

http://dx.doi.org/10.1787/888933044727

Use of teachers' development plans at different levels of education in Finland (2012 and 2015)


2012 all education levels

2015 all education levels

0

15

30

45

60

75

Basic education General upper secondary education Vocational upper secondary educationand training

Liberal adult education

% o

f te

ach

ers


2012 2015 2012 2015 2012 2015 2012 2015

Teachers' participation in professional development (2013)


OECD Average

0

25

50

75

100

Alberta(Canada)

PolandNetherlandsEstoniaEngland (UK)KoreaIcelandNorwayDenmarkSwedenJapanFinland


Percentage of lower secondary education teachers who undertook some professional development activities in the 12 months prior to the survey

http://dx.doi.org/10.1787/888933044898

Continuing professional development (CDP) or mobility periods



Percentage of teachers and principals in Finland who have participated in CPD or professional mobility in 2015

80%


secondary educationVocational upper secondary

education and training Liberal adult education

88% 65% 65%

Time spent on CPD (2013)


Source: OECD (2014): TALIS 2013 Results: An International Perspective on Teaching and Learning Figure 4.10 http://dx.doi.org/10.1787/888933041592

Average number of days lower secondary education teachers devoted to structured professional developmentactivities in the 12 months previous to the survey

Days

0

5

10

15

20

England (UK) Finland Norway Sweden Denmark Netherlands Japan Iceland Alberta(Canada)

Poland Estonia Korea

OECD average

http://dx.doi.org/10.1787/888933041592


0

25

50

75

100

Content of the subject(s) being taught Pedagogy of the subject(s) being taught

Teachers’ feeling of preparedness (2013)Percentage of lower secondary education teachers who feel well or very well prepared for the following elements in their teaching


OECD average

0

25

50

75

100OECD average

http://dx.doi.org/10.1787/888933042504


OECD average

0

25

50

75

100

Netherlands Estonia Sweden Norway Poland Iceland England (UK) Denmark Alberta(Canada)

Finland Japan Korea

Employment status of lower secondary teachers (2013) Percentage of teachers who work full time (more than 90% of full-time hours)


http://dx.doi.org/10.1787/888933042656

Age distribution of teachers (2016)


Source: OECD (2018): Education at a Glance 2018. Table D5.1. https://doi.org/10.1787/888933805743

OECD average

EU22 average

0

10

20

30

40

50

60

Primary Upper secondaryLower secondary

Percentage of teachers over 50 years old

OECD average

EU22 average

0

10

20

30

40

50

60

OECD average

EU22 average

0

10

20

30

40

50

60

https://doi.org/10.1787/888933805743

Age distribution of teachers in Finland, by level of education (%)


< 30 yrs 30–49 yrs ≥ 50 yrs


Basic education

General uppersecondary education


and training


0 10 20 30 40 50 60 70 80 90 100

2013

2016

2013

2016

2013

2016

2013

2016


Lower secondaryPrimary

Percentage of female teachers (2016)

Upper secondary, general programmes

OECD average

EU22 average

0

25

50

75

100

OECD average

EU22 average

0

25

50

75

100

OECD average

EU22 average

0

25

50

75

100


https://doi.org/10.1787/888933805762

Share of female teachers in Finland, by level of education (2016)



Basic educationGeneral upper secondary

educationVocational upper secondary


77% 69% 56% 75%

0 20 40 60 80

Percentage of female teachers in Finland, by level of education(2013 and 2016)

09/04/2019 Finnish National Agency for Education

Basic education

General uppersecondary education


and training



2016

2013

2016

2013

2016

2013

2016

2013


Teachers’ various tasks (2013)Average weekly number of 60-minute hours lower secondary education teachers report having spent on selected activities


0

5

10

15

20

25

30

35

40

45

50

General administrative work (inc. communication,paperwork, and other clerical duties)

Student counselling (inc. student supervision, virtualcounselling, career guidance and delinquency guidance)

Marking/correcting of student work

Team work and dialogue with colleagues within theschool

Individual planning or preparation of lessons either atschool or out of school

Teaching

http://dx.doi.org/10.1787/888933046798

Percentage of teachers who have received formal appraisal, lowersecondary (2013)


OECD average 92%

Korea Japan Denmark Iceland Finland

100 96 91 80 74


http://dx.doi.org/10.1787/888933042656


Feedback to teachers (2013)Percentage of lower secondary education teachers who have been appraised by the following bodies


OECD average

0

25

50

75

100

External individuals or bodies School principal Other teachers

OECD average

0

25

50

75

100

OECD average

0

25

50

75

100

http://dx.doi.org/10.1787/888933045791

Evaluation and appraisal of teachers (2013/14)Lower secondary education


External evaluator(in general an inspectorate) School head

Country on a regular basis

under specificcircumstances

(such as promotion) on a regular basis

under specificcircumstances

(such as promotion)

self-evaluation on a regular basis

no evaluation of teachers on an

individual basis

Finland ●

Sweden ● ●

Denmark ●

Norway ●

Iceland ●

Estonia ●

United Kingdom

Germany ● ●

Netherlands ●

Poland ●Source: European Commission/EACEA/Eurydice (2015): The Teaching Profession in Europe: Practices, Perceptions, and Policies. Figure 5.4


Evaluation and appraisal of teachers (2013/14)Lower secondary education

School head

No evaluation of teachers on an individual basis

On a regular basis Self-evaluation on a regularbasis

Under specific circumstances(such as promotion)

External evaluation

Under specific circumstances(such as promotion)

Source: European Commission/EACEA/Eurydice (2015): The Teaching Profession in Europe: Practices, Perceptions, and Policies. Figure 5.4

Teacher’s actual salaries relative to earnings of similarly-educatedworkers (2016)


Source: OECD (2018): Education at a Glance 2018. Table D3.2a. https://doi.org/10.1787/888933805401

Salaries 85% or more of salariesof similarly-educated workers

Pre-primary(3 years - schoolstarting age)

https://doi.org/10.1787/888933805401





Primary

https://doi.org/10.1787/888933805401





Lowersecondary, general programmes

https://doi.org/10.1787/888933805401






https://doi.org/10.1787/888933805401

Teacher's salaries relative to earnings of similarly-educated workers(2016)



0,5

0,6

0,7

0,8

0,9

1,0

1,1

1,2

1,3

1,4

1,5

Pre-primary (3 years - school starting age) Primary Lower secondary, general programmes


Actual salaries of all teachers, relative to earnings for full-time, full-year similarly-educated workers (weighted averages), 25–64 year olds

0,5

0,6

0,7

0,8

0,9

1,0

1,1

1,2

1,3

1,4

1,5

0,5

0,6

0,7

0,8

0,9

1,0

1,1

1,2

1,3

1,4

1,5

0,5

0,6

0,7

0,8

0,9

1,0

1,1

1,2

1,3

1,4

1,5

https://doi.org/10.1787/888933805401

Teacher's salaries relative to earnings of workers with tertiaryeducation (2016)



PrimaryLower secondary, general programmes


0,5

0,6

0,7

0,8

0,9

1,0

1,1

1,2

1,3

1,4

1,5

Net

her

lan

ds

No

rway

Po

lan

d

Engl

and

(U

K)

Den

mar

k

New

Zea

lan

d

Swed

en

OEC

D a

vera

ge

EU22

ave

rage

Fin

lan

d

Ger

man

y

Esto

nia

0,5

0,6

0,7

0,8

0,9

1,0

1,1

1,2

1,3

1,4

1,5

No

rway

Po

lan

d

Den

mar

k

New

Zea

lan

d

Swed

en

Engl

and

(U

K)

OEC

D a

vera

ge

Esto

nia

Net

her

lan

ds

EU22

ave

rage

Fin

lan

d

Ger

man

y

0,5

0,6

0,7

0,8

0,9

1,0

1,1

1,2

1,3

1,4

1,5

Po

lan

d

No

rway

Engl

and

(U

K)

Swed

en

Esto

nia

Net

her

lan

ds

New

Zea

lan

d

Den

mar

k

OEC

D a

vera

ge

EU22

ave

rage

Ger

man

y

Fin

lan

d

Actual salaries of all teachers, relative to earnings for full-time, full-year workers with tertiary education

0,5

0,6

0,7

0,8

0,9

1,0

1,1

1,2

1,3

1,4

1,5Es

ton

ia

Fin

lan

d

No

rway

Po

lan

d

Den

mar

k

Net

her

lan

ds

Swed

en

Engl

and

(U

K)

OEC

D a

vera

ge

EU22

ave

rage

Pre-primary(3 years - school starting age)

https://doi.org/10.1787/888933805401

Additional payment for outstanding performance in teaching in lessthan half of the OECD countries (2017)



Nordic countries (4/5) Other EU22 countries (8/16) Other OECD countries (5/10)

https://doi.org/10.1787/888933805363

31

OECD average

0

25

50

75

100

Jap

an

Net

her

lan

ds

Esto

nia

Engl

and

(U

K)

No

rway

Ko

rea

Spai

n

Swed

en

Alb

ert

a (C

anad

a)

Fin

lan

d

De

nm

ark

Ice

lan

d

Po

lan

d

Shortage of qualified and/or well-performing teachers

Shortage or inadequacy of instructional materials

Shortage of teachers withcompetences in teaching studentswith special needs

Shortage of supportpersonnel

OECD average

0

25

50

75

100

Jap

an

Net

her

lan

ds

No

rway

Esto

nia

Fin

lan

d

Ko

rea

Swed

en

Alb

ert

a (C

anad

a)

De

nm

ark

Ice

lan

d

Engl

and

(U

K)

Po

lan

d

OECD average

0

25

50

75

100

Esto

nia

Swed

en

Fin

lan

d

De

nm

ark

Jap

an

Net

her

lan

ds

No

rway

Alb

ert

a (C

anad

a)

Ko

rea

Ice

lan

d

Engl

and

(U

K)

Po

lan

d

OECD average

0

25

50

75

100

Jap

an

Swed

en

Ko

rea

Fin

lan

d

Esto

nia

De

nm

ark

No

rway

Alb

ert

a (C

anad

a)

Net

her

lan

ds

Po

lan

d

Ice

lan

d

Engl

and

(U

K)

School resources (2013)


Percentage of lower secondary education teachers whose school lacks the following resources (reported by principals)


http://dx.doi.org/10.1787/888933041212

Principals' qualification rate in Finland, by level of education (2016)



Percentage of qualified principals

99%


secondary educationVocational upper secondary


100% 91% 98%

Principals' level of formal education (2013)


Percentage of lower secondary education principals who have completed a higher education qualification (ISCED level 6-7) or PhD (ISCED level 8)

0,20

10

20

30

40

50

60

70

80

90

100

Sweden Iceland Finland Alberta(Canada)

Estonia Korea England (UK) Japan Netherlands Denmark Poland Norway

ISCED level 6-7 ISCED level 8 Lin. (OECD average (ISCED level 6-7))

OECD average (ISCED level 6-7)

Source: OECD (2014): TALIS 2013 Results: An International Perspective on Teaching and Learning. Table 3.9 http://dx.doi.org/10.1787/888933043815

http://dx.doi.org/10.1787/888933043815

Leadership training in principals' formal education (2013)


Percentage of lower secondary education principals who report that instructional leadership training or course was included in their formaleducation

Source: OECD (2014): TALIS 2013 Results: An International Perspective on Teaching and Learning. Table 3.10 http://dx.doi.org/10.1787/888933043891

OECD average

0

25

50

75

100

Poland England (UK) Finland Norway Denmark Estonia Sweden Netherlands Iceland Alberta(Canada)

Korea Japan

http://dx.doi.org/10.1787/888933043891

Ratio of students to teaching staff in basic education (2016)


Primary education Lower secondary education

Students per teacher

OECD average

EU22 average

0

2

4

6

8

10

12

14

16

18

20

EU22 average

OECD average

0

2

4

6

8

10

12

14

16

18

20


https://doi.org/10.1787/888933805268

Ratio of students to teaching staff in upper secondary education (2016)


General programmes

Students per teacher

Vocational programmes

OECD average

EU22 average

0

2

4

6

8

10

12

14

16

18

20

22

24

OECD average

EU22 average

0

2

4

6

8

10

12

14

16

18

20

22

24


https://doi.org/10.1787/888933805268

Ratio of students to teaching staff in primary education (2016)


Finland OECD EU

13 15 14


https://doi.org/10.1787/888933805268

Ratio of students to teaching staff in lower secondary education(2016)


Finland OECD EU

9 13 11


https://doi.org/10.1787/888933805268

Ratio of students to teaching staff in upper secondary education(2016)


Finland OECD EU

17 13 12


https://doi.org/10.1787/888933805268

Grades 7-9

Group size in Finland (2016)

20

40



Grades 1-6

16

Average group size in basic education in grades 7–9 (2016) Finland



15.9students

Average group size in basic education in Finland


2008 2010 2013 2016

Grades 1-6 20.7 20.24 19.66 20.1

Grades 7-9 17.3 17.14 16.46 15.9

Total 19.6 19.2 18.8 18.7


Read more: European Commission/EACEA/Eurydice, 2015: The Teaching Profession in Europe: Practices, Perceptions, and Policies.https://eacea.ec.europa.eu/national-policies/eurydice/content/teaching-profession-europe-practices-perceptions-and-policies

European Commission/EACEA/Eurydice, 2018: Teaching Careers in Europe: Access, Progression and Support.https://eacea.ec.europa.eu/national-policies/eurydice/content/teaching-careers-europe-access-progression-and-support_en

Finnish National Agency for Education, 2018: Finnish teachers and principals in figures. https://www.oph.fi/english/publications/2018/finnish_teachers_and_principals_in_figures

OECD, 2014: TALIS 2013 Results: An International Perspective on Teaching and Learning. http://www.oecd.org/education/school/talis-2013-results.htm

OECD, 2018: Education at a Glance 2018: OECD Indicators.http://www.oecd.org/education/education-at-a-glance/


https://eacea.ec.europa.eu/national-policies/eurydice/content/teaching-profession-europe-practices-perceptions-and-policies

https://eacea.ec.europa.eu/national-policies/eurydice/content/teaching-careers-europe-access-progression-and-support_en

https://www.oph.fi/english/publications/2018/finnish_teachers_and_principals_in_figures

http://www.oecd.org/education/school/talis-2013-results.htm

http://www.oecd.org/education/education-at-a-glance/

teachers and principals in finland...• mentoring, induction programmes and professional...

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