Exploring the Satisfaction of Finnish Secondary Teachers’ Basic Psychological Needs
Keipi, Pauli Markus (2022)
Keipi, Pauli Markus
2022
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2022120569507
https://urn.fi/URN:NBN:fi-fe2022120569507
Tiivistelmä
Finland’s education system has had a strong and positive reputation throughout the world, however in 2021, the Trade Union of Education in Finland found that out of 2,619 respondents, 57% of Finnish teachers have been considering changing jobs, with 83% of respondents citing the burdensome nature of their work as a major reason. This research, based on self-determination theory (SDT) and basic psychological needs theory (BPNT), aims to find what factors are influencing Finnish secondary teachers’ satisfaction of their 3 basic psychological needs (BPN). These three BPN are the needs for relatedness, autonomy, and competence. Another aim of this study is to explore in what ways the return to schools after distance learning during the COVID-19 pandemic have influenced teachers’ BPN satisfaction.
Using a case study approach, seven secondary teachers from three secondary schools in Vasa, Finland were interviewed. Teachers shared how they subjectively perceived that their BPN were being satisfied and offered insights on their own as well as other Finnish teachers’ well-being. Thematic analysis was used to find themes and sub-themes throughout the interviews, identifying which factors are influencing teachers’ BPN.
Five themes were identified throughout interviews with teachers: (1) freedom as a teacher, (2) increased workload, (3) worry for students, (4) professional support, (5) respect for teachers. Within these five themes, 11 more detailed sub-themes were also identified, each of which either works to satisfy or frustrate one or multiple BPN.
Out of the 11 sub-themes, seven either help to satisfy or frustrate teachers’ need for relatedness, emphasizing that in the teacher’s profession the need for positive relatedness with students, co-workers, and parents is crucial. The freedom that Finnish secondary teachers have highlights the importance of the autonomy support that is given by Finnish principals and educational policies, since they directly influence each of teachers’ BPN.
Furthermore, many mentions of the struggles of teachers in the capital region of Finland suggests that there is a large gap in BPN satisfaction within different areas in Finland, with the Helsinki region possibly holding the most dissatisfied teachers, due to several probable factors. Surprisingly, teachers did not mention a large impact of post-COVID returning to schools on their BPN satisfaction. Implications of this research on the educational policies of digitalization, teachers’ cooperation with parents, increasing teacher benefits, and curriculum changes are also discussed in further detail.
Using a case study approach, seven secondary teachers from three secondary schools in Vasa, Finland were interviewed. Teachers shared how they subjectively perceived that their BPN were being satisfied and offered insights on their own as well as other Finnish teachers’ well-being. Thematic analysis was used to find themes and sub-themes throughout the interviews, identifying which factors are influencing teachers’ BPN.
Five themes were identified throughout interviews with teachers: (1) freedom as a teacher, (2) increased workload, (3) worry for students, (4) professional support, (5) respect for teachers. Within these five themes, 11 more detailed sub-themes were also identified, each of which either works to satisfy or frustrate one or multiple BPN.
Out of the 11 sub-themes, seven either help to satisfy or frustrate teachers’ need for relatedness, emphasizing that in the teacher’s profession the need for positive relatedness with students, co-workers, and parents is crucial. The freedom that Finnish secondary teachers have highlights the importance of the autonomy support that is given by Finnish principals and educational policies, since they directly influence each of teachers’ BPN.
Furthermore, many mentions of the struggles of teachers in the capital region of Finland suggests that there is a large gap in BPN satisfaction within different areas in Finland, with the Helsinki region possibly holding the most dissatisfied teachers, due to several probable factors. Surprisingly, teachers did not mention a large impact of post-COVID returning to schools on their BPN satisfaction. Implications of this research on the educational policies of digitalization, teachers’ cooperation with parents, increasing teacher benefits, and curriculum changes are also discussed in further detail.
Kokoelmat
- 516 Kasvatustieteet [532]