Paula Paronen
Olga Lappi

FINNISH TEACHERS AND
PRINCIPALS IN FIGURES

Reports and surveys 2018:4

FINNISH TEACHERS AND
PRINCIPALS IN FIGURES© Finnish National Agency for Education
Reports and surveys 2018:4
ISBN 978-952-13-6459-4 (printed)
ISBN 978-952-13-6460-0 (pdf)ISSN-L 1798-8918
ISSN 1798-8918 (printed)
ISSN 1798-8926 (pdf)
Taitto: Grano Oy
Print: Juvenes Print - Suomen Yliopistopaino Oy, Helsinki 2018www.oph.fi
2

FINNISH TEACHERS AND PRINCIPALS IN FIGURESCONTENT
FOREWORD  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 51

THE TEACHING PROFESSION .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 71.1Finnish teachers are trusted professionals .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .9
1.2
Finnish teachers are satisfied with their jobs .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 10
1.3
Teaching time is among the lowest in international comparison  .  .  .  .  11
1.4
Teachers’ salaries are negotiated nationally  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  12

2TEACHER EDUCATION .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 15
2.1
Admission rates vary according to teacher education programme .  .  .  17
2.2
Vocational teacher education is consistently popular .  .  .  .  .  .  .  .  .  . 18

3TEACHERS’ QUALIFICATION RATES .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19

4TEACHERS’ AGE AND GENDER DISTRIBUTION .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
4.1
The youngest teachers are found in basic education .  .  .  .  .  .  .  .  .  .  . 22
4.2
Gender distribution varies by level of education .  .  .  .  .  .  .  .  .  .  .  .  . 23

5TEACHERS’ PARTICIPATION IN CONTINUING PROFESSIONAL
DEVELOPMENT .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 25
5.1
Teachers’ participation in CPD has increased .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
5.2
Little mentoring is provided in Finland  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27

6

NEEDS FOR TEACHERS NOW AND IN THE FUTURE .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 29

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

3

4

FINNISH TEACHERS AND PRINCIPALS IN FIGURESFOREWORD
Dear Reader,
Finland is said to have the best teachers in the world. Many envy the professional
esteem and autonomy that Finnish teachers enjoy. The attractiveness of theteaching profession is also widely noted.
Teachers and principals take centre stage in any discussion on the quality anddevelopment of education. Teachers, and principals who support their work,
make an impact on the pupils’ and students’ learning outcomes. The teacher’scompetence and professionalism, on the other hand, are some of the key factorsthat ensure a high quality of teaching.
This report aims to provide the reader with a statistical overview of teachers inFinland and thus shed light on some of the central issues. In addition, contextual
information is included to help readers understand and interpret the statistics.
The report looks at admissions to teacher education, teachers’ and principals’
qualifications, the structure of their tasks, their age and gender distribution andparticipation in continuing training.
The report also discusses future needs for teachers and brings up certain
themes related to the teacher’s identity in an international frame of reference.
For its main parts, the report draws on the publication Teachers and Principals in
Finland 2016, which is based on the results of a national data collection on teachers carried out in spring 2016. The survey includes only pre-primary teachers
who work in schools. In addition to the national data collection on teachers, the
TALIS 2013 survey (Teaching and Learning International Survey) and the Education at a Glance 2017 publication, both produced by the OECD, were used assources for this publication.
In this publication teachers in early childhood education and care (ECEC) for
children younger than 6 years old are not included. Pre-primary education isorganised in both ECEC centres (80%) and in conjunction with schools (20%).
Only teachers working in schools were included in the data collection and consequently in this publication. In this publication pre-primary always refers to theeducation of 6-year-olds.
The publication was written by senior adviser Olga Lappi and adviser Paula
Paronen from the Finnish National Agency for Education. The writers were supported in their work by many other colleagues from the Information and Analysis
Unit at the Finnish National Agency for Education. All the experts involved in preparing the report deserve thanks for their efforts.

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

5

I hope that this report provides a good overview of and sheds light on Finnish
teachers and their work from the international perspective.
Kristiina Volmari
Head of Information and Analysis
Finnish National Agency for Education

6

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

1

THE TEACHING PROFESSION

Autonomy- Freedom to choose learning materials
and pedagogy- Freedom to decide on assessment- Participation in defining local curriculum- Teachers well respected- Changing of profession rare
- Teacher education programmes popular

Trust

Respect- No national examinations incompulsory education- No school inspections at any level- Focus on improving teacher
professionalism- Minimum teaching time one of
the lowest in OECD countries- Continuing professional
development supported- Little administrationand extracurricular work

Working
Conditions

What makes teaching such a popular profession?

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

7

The teaching profession is attractive, which can be seen among other things in
the continuing popularity of teacher training. The most important feature of theteacher’s job is its autonomous nature. The profession is also highly challenging.
A teacher operates in the crosscurrent of new regulations, pedagogical methods, new learning environments and with increasingly heterogeneous learners.
Teachers must have an inquiring approach, engage in reflection and continuous
self-renewal, and take the individuality of each learner into account.
Many countries face the problem of the teaching profession failing to attract
young people, and as a result, there is a shortage of good applicants to teacher
education. The shortage of qualified teachers concerns the entire education
system in some countries, whereas in others it only affects certain levels. In the
EU countries, reasons for the profession’s declining popularity have been soughtin the negative development of teacher’s working conditions and pay and the lesspositive image of the profession. The teaching profession is also ageing in Finland, and gender segregation of the field is visible at all levels of education.

Types of teachers in Finnish schools
In Finland, generalist teachers work in pre-primary and primary education, andsubject teachers work in mainly lower and upper secondary education. The following table describes different types of teachers at Finnish educational institutions.
In addition to these teacher groups, guidance and student counsellors and principals can be involved in teaching both in general and vocational education. They
are not listed in the following table because teaching is not their main task.
It is important to note that this report comprises only teachers working in
pre-primary, basic and upper secondary education. Consequently, teachers inearly childhood education and care who teach children younger than 6 years,
teachers in liberal adult education and higher education are not included, butdata on some of these teacher groups is available in Education Statistics Finland
database Vipunen at www.vipunen.fi.

8

FINNISH TEACHERS AND PRINCIPALS IN FIGURESTABLE 1. DIFFERENT TYPES OF TEACHERS AT FINNISH EDUCATIONALINSTITUTIONS
Early childhood
education and careinstitutions
ISCED 0Kindergarten teachers and special needs kindergarten teachers provide
ECEC and pre-primary education.
Most pre-primary education for 6-year-olds takes place in ECEC centres.

General educational
institutions

Kindergarten teachers work as pre-primary teachers in separate preprimary classes.

ISCED 0-3

Class teachers are generalists and mainly teach all subjects in grades 1–6
in basic education and may also provide pre-primary education.
Subject teachers teach one or several subjects in basic education,
primarily in grades 7–9
Subject teachers teach one or several subjects in general upper
secondary education
Special needs teachers and special class teachers teach in grades 1–9 inbasic education

Vocational
institutions

Subject teachers work as teachers of common units such as languages,
mathematics, science, physical education and arts

ISCED 3

Vocational studies teachers work as teachers in field-specific studies.
Some are involved in assessing students’ competence demonstrations
taking place in authentic work environments.
Special needs education teachers work in special needs teaching at
vocational special education institutions, vocational institutions, adulteducation institutions and universities of applied sciences

1.1

Finnish teachers are trusted professionals

The Finnish education system is based on trust in teachers and teacher education.
Teachers can influence their work and the development of their school community.
Teacher representatives participate in preparing the national core curricula, andeach teacher takes part in preparing the local or school-specific curriculum.
Teachers enjoy plenty of autonomy in their work. They plan their work according to the national core curriculum and are free to decide on such matters as
the learning materials used and often also purchases to be made by the school.
Teachers are also responsible for the assessment of pupils. They make decisions
on the most suitable method as well as the frequency of these assessments.
In Finland, quality assurance differs greatly from most other countries. Teachers
are accountable to themselves and the learners, not to external bodies. Teachers
are not formally evaluated, and there are no inspections of schools or learningmaterials. The absence of national tests until the end of general upper secondary
education also gives teachers the privilege to concentrate on learners and theirlearning instead of preparing them for external evaluation.

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

9

Most Finnish teachers have appraisals once a year with the school head. These
appraisals, however, are generally forward looking, concentrating on strengths,
possible challenges and professional development needs.

1.2

Finnish teachers are satisfied with their jobs

Finnish teachers change careers less often than professionals in other sectors.
The majority of teachers are satisfied with their profession. The results of theOECD’s TALIS 2013 survey (Teaching and Learning International Survey) indicate that globally, 91.2 per cent of teachers in lower secondary education (ISCED
2) were satisfied with their work as a whole. In the Nordic countries, teachersreported the highest level of satisfaction in Norway (94.9) and the lowest in
Sweden (85.4), whereas in Finland the proportion of satisfied teachers was 91 per
cent.
%
100
90
80
70
60
50
40
30
20
10
0
SwedenEstonia

IcelandDenmark

NorwayOECD
average(34 countiers)

Finland

I think that the teaching profession is valued in society
If I could decide again, I would still choose to work as a teacher

FIGURE 1. TEACHERS’ PERCEPTIONS OF THEIR PROFESSION
Source: OECD: TALIS 2013 Results (Table 7.2)

There were major differences between the countries in the various areas of satisfaction, however. In Finland, teachers felt that their profession is appreciatedby society more than in other countries. In the other Nordic countries, teachers
felt appreciated less often than the survey participants on average; in Sweden, as
few as five percent of teachers felt appreciated. Only slightly more than a half ofSwedish teachers would choose their profession again, whereas this rate in Finland was over 80 per cent.

10

FINNISH TEACHERS AND PRINCIPALS IN FIGURES1.3

Teaching time is among the lowest ininternational comparison

Finnish teachers enjoy a lot of flexibility in organising their working time. The
minimum number of teaching hours and required time at school in basic and general upper secondary education are among the lowest when compared to OECD
countries.
hours
800
700
600
500
400
300
200
100
0
Denmark

NorwayFinland

Estonia

OECD average

Primary education
Lower secondary education, general programmes
Upper secondary education, general programmes

FIGURE 2. NUMBER OF TEACHING HOURS* IN ISCED 1-2 AND ISCED 3
GENERAL PROGRAMMES*60-minute lessons Source: OECD Education at a Glance 2016, (Table D4.1)

The number of hours teachers have to spend at the school is determined by theirteaching hours. In addition, teachers are required to be available for 2-3 hours
per week for cooperation with parents and colleagues.
The weekly use of time by teachers was examined in the OECD TALIS 2013 survey.
The actual weekly working time of Finnish teachers was among the lowest in the
countries participating in the study. While the average for all countries was 38
hours per week, in Finland the average weekly working time for teachers was 32
hours.
The TALIS survey also examined working time by activity. Teachers in Finland
spend the majority of their working time on teaching and preparing lessons.

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

11

hours
40
35
30
25
20
15
10
5
0
Estonia

Finland

IcelandDenmark

SwedenNorwayOECD average(34 countries)

General administrative work (including communication, paperwork, and other clericalduties you undertake in your job as a teacher)Student counselling (including student supervision, virtual counselling, career guidance anddelinquency guidance)
Marking/correcting of student work
Team work and dialogue with colleagues within the school
Individual planning or preparation of lessons either at school or out of school
Teaching

FIGURE 3. TEACHERS’ WORKING HOURS. AVERAGE NUMBER OF 60-MINUTE
HOURS LOWER SECONDARY EDUCATION TEACHERS REPORT HAVING SPENTON SELECTED ACTIVITIES.
Source: TALIS 2013 Results, OECD, 2014 (Table 6.12)

In comparison to other countries, Finnish teachers spent less time on administrative tasks, cooperation with their colleagues and student counselling. In all
Nordic countries, teachers reported spending a maximum of one hour per week
on extracurricular activities (e.g., sports and cultural activities after school)
while in Japan, this figure was almost eight hours.

1.4

Teachers’ salaries are negotiated nationally

Teachers’ salaries and employment conditions are agreed upon nationally as partof collective agreements negotiated between the representatives of the employers, most commonly municipalities, and the teachers’ union. The conditions ofservice for teachers are negotiated with an interval of a few years.
The Trade Union of Education is the only teachers’ union in Finland, and it has aremarkable mandate as ca 97 per cent of Finnish teachers are members.

12

FINNISH TEACHERS AND PRINCIPALS IN FIGURESTeachers’ salaries depend on their position and its requirements regarding theirlevel of professionalism and work experience. In addition, a bonus can be paid
based on the performance of the institution or the teacher. This, however, is notvery common.
Extra duties, such as being responsible for the school choir or language laboratory, are also compensated for. Years of service lead to increments. In case ofschools located in major cities or in particularly remote areas, the location of theschool also affects the salary.
While the teaching profession is popular and appreciated in Finland, a teacher’s
average pay is somewhat lower than the amount received by other groups with asimilar level of education. The following figure shows a compilation of the average pay of other groups working in the municipal sector.

3 800 €

6 200 €

Teacher*Doctor (health center)

3 600 €

4 500 €

Constable

LawyerABC

Teacher salaries compared toother professions
Average actual monthly salary in the municipal sector* lower secondary education subject teacher

Source: Statistics Finland
FINNISH TEACHERS AND PRINCIPALS IN FIGURES

13

By international standards, differences between the earnings of teachers working at different levels of education are relatively large in Finland. In 2014, theactual salaries of kindergarten teachers compared to other groups with a bachelor’s degree were 28 per cent lower on average. A class teacher received 22 percent less pay on average than others with a master’s level degree, and a subject
teacher in basic education received 15 per cent less. The actual salaries of general upper secondary teachers were only 6 per cent lower compared to other professionals with a master’s degree.
The OECD is currently not collecting data on the salaries of vocational educationand training teachers. Generally speaking, VET teachers’ salaries in Finland are
higher than those of teachers in basic education and on par with those of teachers in general upper secondary school.

14

FINNISH TEACHERS AND PRINCIPALS IN FIGURES2

TEACHER EDUCATION

Field of education

Share of applicants admitted (%)
9

Art and design
Class teacher education programme

11

Medicine

11

Law

12

Engineering

41

Examples of admission rates to some popular
fields of study
Admission rate to teacher education in 2016:

41% 16% 11%
Vocational
teacher
education

Kindergarten
teacher
education*

Classteacher
education

Subject teachers at alllevels qualify bycompleting a master’s
degree in subject studies
and teachers’ pedagogicalstudies.

* Kindergarten teacher education qualifies one to work in both ECEC and pre-primary education for 6-year-olds.

Less than a quarter of applicants admitted
to teacher education
Source: Vipunen - Education Statistics Finland

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

15

A master’s degree is required for most levels in Finland. Pre-primary teachers andteachers in ECEC, for whom the minimum qualification requirement is bachelor’s
level education, are an exception.
In EU countries, teacher education typically takes four years and corresponds toa bachelor’s degree, whereas secondary level teachers are mainly required tohave a master’s degree. In the OECD TALIS 2013 survey, the majority of respondents had either a bachelor’s or a master’s degree. Most of them had also completed teacher training.
The following table illustrates the qualification requirements for each type ofteacher in pre-primary, basic and upper secondary education. All qualifications
must include a minimum of 60 ECTS pedagogical studies. Master’s level is 300
ECTS (5 years) and bachelor’s level 180 ECTS (3 years).
TABLE 2. TEACHERS’ MINIMUM QUALIFICATION REQUIREMENTS IN PREPRIMARY, BASIC AND UPPER SECONDARY EDUCATION

SchoolECEC centre*

Pre-primaryeducation(6-year-olds)
ISCED 0Kinder­garten
teacher
Bachelor’s
level
in education
science

Kinder­garten
teacherorClass teacher

Special needs
kindergarten
teacher
Bachelor’s levelin education
science+ separate special
needs education

Basic education
grades 1-6
ISCED 1

Basic education
grades 7-9
ISCED 2

General upper
secondaryeducation
ISCED 3

Vocational upper
secondary education
ISCED 3

Class teacher

Subject teacher

Subject teacher

Master’s levelin education
science

Master’s levelin subject
taughtMaster’s levelin subject
taughtTeacher ofvocational subjects+multidisciplinary studies
subjects taught in basic
education grades 1-6= can work as class teacher

Appropriate HE
qualification
Teacher of common
subjects
Master’s levelin subject taught /technology+ 60 ECTS in the subject taught= can work as subject teacher
Special needs teacher and specialclass teacher

Special needs
teacher

Master’s level+ special needs education

Teacher of vocational/ common subjects
qualification(special needs
teacher in VET /appropriate studies)

Principal
Teaching qualification + appropriate work experience + certificate in educational administration or
the equivalent* Most (approx. 80%) pre-primary education takes place in ECEC centres.

There are many paths to become a teacher in Finland. The most common is concurrent, with pedagogical training integrated into a master’s programme. Ped­agogical training may also be completed after obtaining an initial qualification.
16

FINNISH TEACHERS AND PRINCIPALS IN FIGURESBelow is a brief description of how teacher students are selected to different
teacher education programmes.
Kindergarten teachers and class teachers
Kindergarten teacher education qualifies one to work also as a pre-primaryteacher. Students to kindergarten teacher and class teacher education are
selected by universities. The selection procedure includes, for example, awritten examination, an aptitude test and interviews, sometimes a group situation and a skills demonstration as part of the entrance examination.
Subject teachers
Subject teachers usually only apply once they are already students at a university. Admission to subject teacher education is based either on aptitude tests
alone, or on aptitude tests and the applicant’s study record. At some universities, one can apply directly to subject teacher education. It is also possible totake separate pedagogical studies after completing an academic degree.
Special needs teachers
Separate special needs teacher studies are available to those with classteacher education or some other appropriate education. An admission test
is organised for these applicants.
Teacher education for pre-primary level special needs education, andspecial needs education for children under school age, are available to kindergarten teachers. General university admission rules and faculties’ own
requirements are applied.
Vocational teachers
Candidates to vocational teacher education should have 1) an appropriate
master’s degree; 2) an appropriate university of applied sciences (UAS)
degree; or 3) the highest possible qualification in their occupational field, andat least three years of work experience in the field. Applicants are selectedbased on their previous studies and there is no specific entrance examination.
Vocational special needs teachers
The admission requirements for vocational special needs teacher education
include meeting the qualification requirements for vocational education teachers and at least one year of teaching experience at a vocational institution.

2.1

Admission rates vary according to teacher
education programme

By international standards, the admission criteria to teacher education in Finland
are strict. In other European countries, the general admission criteria to higher
education are mostly applied. Only about one country out of three organises anaptitude test or an interview for applicants to teacher education.
FINNISH TEACHERS AND PRINCIPALS IN FIGURES

17

As teacher education is a popular field of study, higher education institutions in Finland are in a position to select the most best-suited and most motivated applicantsfor their programmes. The specific admission procedures to initial teacher education can improve the quality of future teachers by only admitting those applicants
who demonstrate a sufficient level of aptitude, capabilities and attitudes.
There is data available on applicants to kindergarten teacher, class teacher andvocational subject teacher education. They are based on the Finnish National
Agency for Education’s application and admission register. Data on admissions tosubject teacher education are not available because students apply directly to theuniversities who collect their own data.
Of all teacher education programmes, the one for class teachers is the most difficult to gain admission to. Since 2011, only 10 to 11 per cent of the applicants havebeen admitted. In 2016, the proportion of applicants admitted to class teacher
education was smaller than the proportion admitted to medical or law faculties.
The rate of those admitted to kindergarten teacher education was slightly higher:
in 2016, 16 per cent of the applicants were admitted.
The fact that the majority of teachers are women is reflected in the proportionof female applicants. The majority of applicants to all programmes educatingteachers for pre-primary and basic education are women, and of those who areadmitted, a higher relative share were women than men.

2.2

Vocational teacher education is consistently
popularVocational teacher education is also popular. Its popularity has been consistentover the years, because of the flexible arrangements for completing the studies
among other reasons.
While approximately 40 per cent of the applicants are admitted annually, there
are major variations between different fields.
Those who apply for a place in vocational teacher education are older on averagethan applicants to other forms of teacher education. This is because applicants
are required to have prior work experience. The average age of applicants andthose admitted as students is approximately 40 years.
The proportion of women in both applicants and admissions has increased clearlyin recent years. Unlike in other teacher education programmes, it is more difficult for women than men to gain a place in vocational teacher education.

18

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

3

TEACHERS’ QUALIFICATION RATES

Basic education
ISCED 0-2

General upper
secondary
ISCED 3VET*
ISCED 3Generalist
teachers

96,3

Subjectteachers

96,8

98,8

91,8

Principals

98,7

100

90,9

Special needs
teachers

86,6

93,7

86,6

Proportion of qualified teachers 2016 (%)
The figures include only full-time teachers as the number of part-time teachers
at all levels is very low.
* Vocational upper secondary education and training

Source: Vipunen - Education Statistics Finland

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

19

More than 90 per cent of Finnish teachers at all levels of education are formallyqualified for their jobs. The formal qualifications of teachers are seen as one of
the most significant guarantees for a good quality of teaching and equity acrossthe country.
Teachers’ qualification status was surveyed in 2016 in the data collection Teachers and Principals in Finland. Of pre-primary teachers, only those who work in
conjunction with basic education schools are included. Pre-primary teachers
may also work in ECEC centres.
Almost all principals of basic education and general upper secondary schools
who participated in the 2016 survey, or over 99 per cent, were formally qualified
for their jobs. In VET, 91 per cent of principals and directors were qualified.
97 per cent of basic education teachers, 99 per cent of upper secondary teachers
and 92 per cent of VET teachers were qualified.
In basic education, 87 per cent of special class teachers and special needs teachers were qualified, while this figure for special needs teachers in VET was 94 per
cent.
The number of part-time teachers at all levels is very low. Compared to otherteacher groups, they are the least qualified one. 61 per cent of part-time teachers
in basic education and VET and 79 per cent in general upper secondary education
were qualified.
In basic education, the qualification rates of teachers of different subjects varied
from 92 per cent to 100 per cent, whereas in general upper secondary education,
the range was from 95 per cent to 100 per cent. In VET, there were no differences
between the qualification rates of common and vocational subject teachers, andthis figure was approximately 90 per cent for both groups.

20

FINNISH TEACHERS AND PRINCIPALS IN FIGURES4

TEACHERS’ AGE AND GENDER
DISTRIBUTION

Proportion of teachers and principals over fifty (2016)
Basic education
General upper
secondary education

Teachers

Principals

39

60
43

%

65

Vocational upper secondary
education and training

56
0

25

82

50

75
100

Proportion of female teachers and principals (2016)
Principals

Teachers

Basic education

49

77

General upper
secondary education48

Vocational upper secondary
education and training

46
0More men

%

69
56
50

More women

100

Source: Vipunen - Education Statistics Finland

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

21

Teachers’ age distribution is significant in terms of the school’s long-term development. Senior employees have professional skills developed through extensive
experience, whereas their juniors have an up-to-date education and usually themost recent knowledge of their field.
Not only the ageing of teachers as a profession but also the uneven distribution ofmen and women at different levels of education is a globally identified phenomenon. In the international context and also in Finland, principals are more commonly men, while the teaching profession is female-dominated.

4.1

The youngest teachers are found in basic
education

The ageing of teachers as a profession is a significant concern in several countries. This is also the case in Finland as the largest age group working in schools
in almost all teacher groups is over 50-year-olds.

Basic education

Generalupper
secondaryeducation

Vocational
upper
secondaryeducatation

The majority of principals at all levels of education who responded to the Teachers and Principals in Finland survey were aged 50 or over. In VET, this proportionis 82 per cent. Less than a half of full-time teachers in basic and upper secondary
education and slightly over a half in VET were in this age group.
Special needs teachers
Vocational and subject teachers
Principals
Subject teachers
Principals
Subject teachers
Special needs teachers
Class teachers and pre-primary teachers
Principals

0

10

20

Under 30-years

40 - 49-year-old

30 - 39-year-old

50 - 59-year-old

30

40

50

60

70

60-years and older

FIGURE 4. AGE DISTRIBUTION OF TEACHERS IN 2016 IN FINLAND

22

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

80

90 100 %The age distribution of teachers in the OECD countries is similar at all levels of
education. The Education at a Glance 2017 indicators show that of teachers in thelower grades of basic education, on an average 32 per cent in the OECD countries
and 33 per cent in the EU22 countries were aged 50 or over.
According to the Education at a Glance indicators, the proportion of Finnish
teachers over the age of 50 is slightly under the average of OECD countries. When
comparing teachers in upper secondary education, Finnish teacher are older thanthe OECD average.

4.2

Gender distribution varies by level of education

The proportion of women in basic and upper secondary education had increased
in 2016. Almost 80 per cent of pre-primary teachers, class teachers and fulltime teachers were women. In general upper secondary education, 69 per centof teachers were women. However, women only accounted for less than a half ofprincipals.
VET teachers differ from their colleagues in other forms of education not only
because of their higher age but also in that the profession is not quite as strongly
female-dominated. More than a half of principals and directors in VET are men,and 44 per cent of all teachers are men. Women accounted for 46 per cent ofprincipals.
Examined by field of education, technology and transport is a strongly male-dominated field, with men accounting for more than 86 per cent of the teachers. On
the other hand, strongly female-dominated fields of education include social
services, health and sports (92 per cent women) as well as humanities and education. The majority of special needs teachers and guidance counsellors are also
women.

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

23

Vocational
upper
secondaryeducatation

Total all teachers
Special needs teachers
Vocational and subject teachers

Generalupper
secondaryeducation

Principals
Total all teachers
Subject teachers
Principals

Basic education

Total all teachers
Subject teachers
Special needs teachers
Class teachers and pre-primary teachers
Principals

0

10

20

30

40

50

60

70

80

90 100 %Proportion of female teachers

FIGURE 5. PROPORTION OF FEMALE TEACHERS IN 2016
The teaching profession is female-dominated everywhere in the world. The
Education at a Glance indicators show that the gender distribution in Finland isin line with OECD averages. In the international context, the proportion of men
increases when moving towards higher levels of education, and this is also true
for Finland.

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FINNISH TEACHERS AND PRINCIPALS IN FIGURES5

TEACHERS’ PARTICIPATION IN
CONTINUING PROFESSIONAL
DEVELOPMENT
Proportion of teachers who participated in in-service-training or
mobility programmes
Vocational
upper
Generalsecondaryupper
education
Basicsecondaryand training
education
education

80% 88% 65%

Proportion of teachers who participated in mentoring activities
Has been trained
to become a mentor

Has been
mentoredHas mentored
othersBasic education

1,7%

4,7%

6,2%

General upper
secondary education

1,8%

3,1%

6,7%

Upper secondary
vocational training
and education

2,8%

6,2%

11,3%

Source: Vipunen - Education Statistics Finland

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

25

The primary responsibility for continuing professional development (CPD) lies
with individual teachers and the employer. Teachers participate in obligatory
training with full salary benefits. The state funds CPD that is important for implementing and promoting education policy aims.
Today teachers themselves have been given greater responsibility for developing
their professional skills and expertise. More and more attention is being paid toself-motivated CPD.
Teachers in general education are obliged to participate in a maximum of threedays per year of CPD or school development under the collective agreements.
VET teachers are obligated to participate in school development and continuing
professional development activities for up to five days a year. The obligation toparticipate in CPD depends on the field of education.
Participation in CPD activities does not provide teachers with formal benefits,
such as salary increases or promotions. Part of the CPD is compulsory, but
studies show that teachers participate in CPD much more than what is formallyrequired. Thus their main motivation is professional development, updating andrenewing their knowledge and competence as well as professional ambition.

5.1

Teachers’ participation in CPD has increased

Of the Finnish teachers who responded to the TALIS survey, in the lower gradesof basic education some 80 per cent (9 percentage points less than the averagein other responding countries), and in secondary level education 84 per cent (7percentage points less than average) had participated in CPD over the last 12
months.
According to their responses, teachers in other parts of the world participate in
CPD more than Finnish teachers. Teachers in the other Nordic countries also
reported participating in CPD more often than their Finnish colleagues. The highest rate of participation in CPD in Finland’s neighbouring countries was reported
in Estonia.
According to the Teachers and Principals in Finland 2016 data collection, teachers’ participation in CPD as a whole had increased since the previous survey.
Major differences can be observed, however, when the results are examined bytype of task and region, language and age.

26

FINNISH TEACHERS AND PRINCIPALS IN FIGURESTABLE 3. DIFFERENCES REGARDING PARTICIPATION IN CPD IN BASICEDUCATION, GENERAL UPPER SECONDARY EDUCATION AND VET IN 2015
GENDER- Women participate in CPD slightly more often than men. The greatest
gender difference was found in VET, in which women’s rate of participation
was 15 percentage points higher than men’s.

AGE- The age group 50 to 54 were the most active participants- Those aged under 34 or over 60 were the least active

TASK
TYPE

- Principals had the highest participation rate
- The lowest rate was reported by part-time teachers

VET teachers’ participation rate in CPD has declined. On the other hand, VET
teachers participate more frequently in professional development periods in theworkplace. About 17 per cent of VET teachers had taken part in such periods in2015. However, they still clearly fall behind the target of every teacher undertaking a professional development placement at five-year intervals.

5.2

Little mentoring is provided in Finland

Teachers receive little induction training and support at the beginning of theircareers in Finland. Education providers have no obligation to organise induction
or mentoring. Systematic efforts, however, have been made to develop mentoringfor some time.
The Teachers and Principals in Finland survey contained questions about mentoring. This referred to support activities in an educational institution wheremore experienced colleagues or external experts guide new teachers, either
individually or in groups. The participation rate in mentoring was the lowest inbasic education. Depending on the level of education, approximately 2 per cent to
3 per cent of teachers had been trained as mentors during 2015.
Even by international standards, Finnish teachers rarely participated in mentoring. Of the Finnish teachers who responded to the TALIS survey, only three percent had been assigned a mentor at the lower secondary level. On average, 13 percent of the respondents to the survey had a mentor. At primary education level,
fewer teachers in the OECD countries on average had mentors than at the upper
secondary level. In Finland, this difference was not significant.

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

27

While the mentoring activities are not yet widespread, on a positive note, there
has been a significant increase in Finland in the use of development plans. An
increasing number of teachers have a personal training and development plan tosupport their professional development. The purpose of the professional development plan is to support a teacher in his or her work by identifying the teacher’s
strengths and setting targets for competence to be developed.

28

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

6

NEEDS FOR TEACHERS NOW AND IN
THE FUTURE

Differences in lenghtof training between
teacher groups

Age distributionof teachers
Allocation oflesson hours

Group
size

Qualification rateof teachers

Number oflearners
TeacherturnoverNew orreplaced subjects

Factors affecting the anticipation of
the need for teachers

FINNISH TEACHERS AND PRINCIPALS IN FIGURES

29

Some of the factors affecting the need for teachers are difficult to anticipate. The
impacts of on-going major changes in VET on teacher needs are a big question.
The results of the Teachers and Principals in Finland survey make it possible tomonitor changes in qualifications and age distribution, thus guiding the decisions
on intake in teacher education.
The results of the Teachers and Principals in Finland survey 2016 indicate that
increases in the intake to teacher education provided at universities and universities of applied sciences have had a positive effect on the availability of qualified
teachers. For some groups, however, the intake needs to be increased.
The qualification rate of special class teachers and special needs teachers
remains at 87 per cent, and more teachers for these roles should be educatedin the future. On the other hand, there is a surplus of certain groups of subject
teachers (including history, religion and some languages).
The growing need for special needs teachers is a global phenomenon. In the
TALIS 2013 survey, principals in the OECD countries reported that the greatest
need is felt for special needs teachers, especially in lower secondary schools. An
increasing need for special needs teachers was also seen in VET.
In Finland, we now need start preparing for future retirements. Retirements willaffect large groups of teachers (for example, mathematics and science subject
teachers). More than 56 per cent of VET teachers are already aged 50 or over, andthey will be approaching retirement age relatively soon.

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FINNISH TEACHERS AND PRINCIPALS IN FIGURESPrint
ISBN 978-952-13-6459-4
ISSN 1798-8918
OnlineISBN 978-952-13-6460-0
ISSN 1798-8926

Finnish National Agency for Educationwww.oph.fi

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