The Finnish approach to system leadership

Hargreaves, Andrew; Halász, Gábor J.; Pont, Beatriz

doi:10.1787/9789264039551-5-en

Cited by 25 publications

(3 citation statements)

References 6 publications

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“…The main problem is among young, less experienced teachers, who have been working just 1-5 years (Guarino et al, 2006;Ingersoll, 2001;2003, 20). This "leakage" of beginning teachers is seen also in Finland, even thought the status of teachers and education has been considered to be very high (Hargreaves, Halász & Pont, 2008;Webb, Vulliamy, Hämäläinen, Kimonen & Nevalainen, 2004).…”

Section: Turnovermentioning

confidence: 98%

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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Mäkelä, Kasper PE teachers' job satisfaction, turnover, and intention to stay or leave the profession Jyväskylä: University of Jyväskylä, 2014, 100 p. (Studies in Sport, Physical Education and Health ISSN 0356-1070; 208) ISBN 978-951-39-5766-7 (nid.) ISBN 978-951-39-5767-4 (PDF) Finnish summary Diss.The purpose of this study was to assess Finnish PE (physical education) teachers' job satisfaction, turnover, intention to leave the profession, and profession. Reasons behind the turnover or intention to leave were also determined. In addition, reasons for job satisfaction and retention in the profession were measured.Data was obtained from the PE teachers' job and education satisfaction project, which was undertaken in the Department of Sport Sciences. This study was aimed at PE graduates from the University of Jyväskylä between 1980 and 2008. Overall, the target group included 1480 PE graduates. Two structured questionnaires were sent to this group. The first questionnaire was directed at those who were teaching PE and the other for those who were working in some other profession. A total of 1084 PE graduates answered the questionnaire.Approximately 76% of respondents were working in the PE teaching profession, while 23% were working in some other profession and 20 respondents were retired. Of those who were working in the PE teaching profession, 79.5% were either satisfied or very satisfied with their jobs. However, 39% of the PE teachers identified an intention to leave the profession. A Mann-Whittney test revealed that workload and stress factors influenced women more than men in their intention to leave. Intentions to leave were highest among those who had been working 16 to 20 years as a PE teacher. Of those who had changed their profession, 44% were still working in school-related professions (movers), while 56% were working outside of a school context (leavers).A t-test comparison between men and women with revealed that rushed and tight schedules, poor working conditions, and physical workload influenced women more than men in their decision to leave. For men, lack of collegial interaction was more of a driver to leave than for women. Only a quarter of former PE teachers said that they had any intention to return to PE teaching. Logistic regression analysis revealed that good working conditions, well-organized teaching, and respect are important factors for satisfaction and retaining PE teachers in the profession. It was also found that physical workload should be taken into consideration for older PE teachers, especially female PE teachers.An understanding of factors that can cause job dissatisfaction and intention to leave is important for reducing PE teacher turnover and improving the quality of the work life of PE teachers. Retaining qualified PE teachers in the profession is essential for offering quality PE for pupils.

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Section: Turnovermentioning

confidence: 98%

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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“…Frameworks for professional development are inevitably values-based and echoing Hargreaves (2014), the overarching research question for the literature review that informed this framework had explicit normative assumptions around moral purpose and democratic process that challenged narrow conceptions of marketization in education. The question was 'If, as a professional community, we believe that education should be a public service in a democratic society, what sort of system leaders do we want in the future?…”

Section: Developing the Frameworkmentioning

confidence: 99%

Developing system leaders

Kendrick

Outhwaite

2018

Management in Education

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“…They regularly utilized their external networks and resources to assist in realizing their vision for the school. Hallinger and Heck (1998) [27] noted that higher achieving schools actively encouraged collaborative decision [29]. These leaders spent more time in schools with children and placed more focus on improving student welfare and attainment through involvement with partners in their wider community including sports clubs, businesses, and religious groups (Pricewaterhouse Coopers, 2007) [30].…”

Section: External Awareness and Engagementmentioning

confidence: 99%

The Influence of School Leadership on Student Outcomes

Cruickshank¹

2017

JSS

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The past 30 years have seen numerous education reforms intended to raise the achievement standards of students. These reforms have resulted in school leadership becoming of great interest in international education. This interest stems from a belief that school leadership can significantly influence the quality of teaching and learning in their schools, and consequently student achievement, by improving the working conditions of their teachers, and the climate and environment of their school. Numerous leadership theories have been presented in education related literature, with transformational leadership and instructional leadership being the preferred styles. This paper will examine the effects of both transformational and instructional leadership styles on improving student outcomes. This analysis will occur through three key points of focus: teaching and learning, the collaborative establishment of school goals and vision, and an awareness of and engagement with external forces affecting their school.

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The Finnish approach to system leadership

Cited by 25 publications

References 6 publications

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Developing system leaders

The Influence of School Leadership on Student Outcomes

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