Professional Teaching Culture: Key to the Educational System in Finland - Part 3
Finally, in this last part of the series dedicated to the keys of the professional teaching culture in Finland as inspiration for our educational environments, it's time to reflect on the conditions that make teaching an attractive profession. Why do teachers in Finland enjoy such great prestige and social recognition while in other countries they face challenges in attracting and retaining teachers?
Next, we will explore a third key factor that influences perception and the ability to make the teaching profession attractive, and what lessons can be drawn to improve education.
3. Social Recognition and Valuation of the Teacher
The social prestige of the teaching profession is another point where Finland shows significant differences with other countries. In Finland, being a teacher is one of the most respected professions. Society values the role of teachers as fundamental to the country's development, and this is reflected in a decent salary (very similar to that of other European countries, in relative terms), in job stability and public recognition.
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The respect towards teachers is also noticeable in the relationship between families and schools. Families trust educators and do not constantly interfere in their work. In general, there is a culture of mutual respect in which it is considered that teachers are the best prepared to decide what is best for the students.
In other countries, even though there are highly qualified and committed teachers, the social perception of the profession does not reach the same levels of prestige. Sometimes, teachers feel that their work is not sufficiently recognized or valued by society.
A reflection of this reality is the lack of stability in the teaching career and the precariousness of many professionals. The working conditions of teachers in other countries vary depending on the socio-economic situation, but generally, temporary contracts and lack of stability affect motivation and professional development.
Conclusion: Keys to improving the teaching profession
The fundamental contrast, therefore, lies in the teaching professional culture based on trust and not on control, and this affects how the teacher is perceived and treated: while in Finland they trust their professionalism and are given the resources and autonomy to perform their work excellently, in other countries there is greater regulation and less social appreciation that sends the message to teachers that they are mere implementers of given recipes, which often limits the potential for innovation and the sense of purpose in the profession. However, there are efforts in many institutions and teaching groups to transform this reality and claim the key role of teachers in improving educational quality.
In short, the teaching profession can be a pillar of educational transformation if it is granted the prestige, training, and autonomy it deserves. In this sense, a final reflection for those in charge of educational institutions who have the ability to drive changes in this direction, promoting a model that recognizes and strengthens the teaching profession.
It involves developing a true teacher talent management system that includes, at least, the following aspects:
- Clear human resources policies in the search, selection and induction, as well as in the development and retention of teachers.
- Teacher profile in service of the student exit/graduation profile
- Horizontal progression in the teaching career (being able to progress without having to leave the classroom)
- Teaching categories with incentive packages based on displayed talent
- Teacher performance evaluation system based on support and peer learning, which allows for the continuous improvement of practice.