Professional development opportunities and a newly built daycare center : incentives in ECEC teacher job advertisements in Finland

This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details. Author(s): Title: Year: Version: Copyright: Rights: Rights url: Please cite the original version: CC BY 4.0 https://creativecommons.org/licenses/by/4.0/ Professional development opportunities and a newly built daycare center : incentives in ECEC teacher job advertisements in Finland © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published version Mankki, Ville; Sintonen, Sara Mankki, V., & Sintonen, S. (2024). Professional development opportunities and a newly built daycare center : incentives in ECEC teacher job advertisements in Finland. European Early Childhood Education Research Journal, Early online. https://doi.org/10.1080/1350293x.2024.2430588 2024 European Early Childhood Education Research Journal ISSN: (Print) (Online) Journal homepage: www.tandfonline.com/journals/recr20 Professional development opportunities and a newly built daycare center: incentives in ECEC teacher job advertisements in Finland Ville Mankki & Sara Sintonen To cite this article: Ville Mankki & Sara Sintonen (24 Nov 2024): Professional development opportunities and a newly built daycare center: incentives in ECEC teacher job advertisements in Finland, European Early Childhood Education Research Journal, DOI: 10.1080/1350293X.2024.2430588 To link to this article: https://doi.org/10.1080/1350293X.2024.2430588 © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published online: 24 Nov 2024. Submit your article to this journal View related articles View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=recr20 Professional development opportunities and a newly built daycare center: incentives in ECEC teacher job advertisements in Finland Ville Mankki a and Sara Sintonen b a Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland; b Department of Teacher Education, Centre for Research on Learning and Instruction (CERLI), University of Turku, Turku, Finland ABSTRACT Attracting and recruiting qualified, high-quality teachers is a global challenge. In Finland, the recruitment of Early Childhood Education and Care (ECEC) teachers has been particularly problematic, especially in the Helsinki metropolitan area. This paper investigates the incentives used in job advertisements to attract ECEC teachers in Finland and the differences in incentives between urban, semi-urban, and rural municipalities. The analysis of 322 ECEC teacher job advertisements revealed that the most frequently highlighted incentives were related to professional development opportunities and physical work environment. Urban municipalities featured more incentives compared to their semi-urban and rural counterparts, reflecting the observation that, unlike many other parts of the world, the teacher recruitment challenge in Finland is most acute in urban areas. This study contributes to the limited research on teacher recruitment and enhances the understanding of incentives used in recruitment beyond financial ones. KEYWORDS Early childhood education and care; teachers; recruitment; job advertisements; incentives; Finland Introduction Attracting, recruiting, and retaining high-quality teachers is a global challenge, with increasing shortages of competent educators reported worldwide (European Commission 2021; OECD 2020). In Finland, the recruitment of Early Childhood Education and Care (ECEC) teachers has been particularly problematic, and daycare centers have long struggled with teacher shortages (Lassheikki 2023; Manner 2023). For example, in the UK, this similar challenge, where ECEC employers are struggling to recruit the necessary staff, has been described as an acute workforce crisis (Sakr, Halls, and Cooper 2023). The ECEC workforce crisis in Finland seems to be most severe in urban areas. For instance, in the Helsinki metropolitan area, some daycare groups lack any permanent teachers (Palkoaho 2022), and there are situations where permanent positions receive © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author (s) or with their consent. CONTACT Ville Mankki [email protected] Faculty of Education and Psychology, University of Jyväskylä, PO Box 35, FI-40014 Jyväskylä, Finland EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL https://doi.org/10.1080/1350293X.2024.2430588 no applications at all (Aalto 2021). Directors of ECEC in the six largest Finnish cities report that the issues stem from a significant increase in the participation rate in ECEC since the 1990s, while the number of qualified teachers has halved (Aalto 2023). Despite recent efforts to address the shortage of ECEC teachers through increased student intake and offering diverse teacher training programs (Chydenius 2024), the largest cities are calling on the government for more substantial action; without it, they may struggle to meet their responsibilities as ECEC providers (Aalto 2023). Since the shortage of quality teachers hampers learning, provision of effective education, and diminishes educational opportunities (Gerritsen, Plug, and Webbink 2017; Goe 2007), various strategies and policy initiatives have been introduced in response to address recruitment and retention issues. Many of these involve financial incentives, such as increased pay for teachers in specific areas or early career payments for those continuing in the position after their first teaching year, but recently policymakers have also moved beyond financial incentives to retain teachers (See et al. 2020). These strategies aim to make teaching a more attractive profession by addressing the often-challenging working conditions associated with the profession by providing reduced teaching timetables, promoting induction programs, offering access to professional development, and enhancing leadership (See et al. 2020). Additionally, public-facing messages such as advertising campaigns on TV and social media platforms have been established to aid teacher recruitment (Klassen et al. 2021). One important public-facing message for attracting and recruiting teachers is job advertisements. These written documents about specific job openings disseminated through public media channels aim to attract the most suitable candidates for vacant positions (Harper 2012). Despite its objective to attract employers, a recent scoping review by Mankki (2023) revealed that job advertisements in the education sector have not been studied with regard to incentives aimed at attracting teachers. The review also suggests that research on job advertisements for ECEC teachers has been practically non-existent (Mankki 2023). This paper examines the incentives aimed at attracting applicants in ECEC teacher job advertisements in Finland. The main research question is what kind of incentives are used in Finnish ECEC teacher job advertisements? In contrast to the global recruitment challenges faced by rural schools (e.g. Burke and Buchanan 2022; Goldhaber et al. 2020), issues regarding the availability of ECEC teachers in Finland are particularly pronounced in urban areas (Aalto 2021; 2023; Palkoaho 2022). Therefore, this study also adopts regional and comparative perspectives. Thus, an additional research question is the following: what differences in incentives can be observed between job advertisements posted by urban, semi-urban, and rural municipalities in Finland? Overall, this study contributes to the limited research on teacher recruitment and enhances the understanding of incentives beyond financial ones currently used in the competitive effort to attract applicants for ECEC positions. Moreover, by incorporating the employer’s viewpoint, this study offers a fresh perspective, in contrast to recent ECEC teacher research that has focused on the reasons for leaving the profession (e.g. Sirviö et al. 2023). The theoretical framework In classifying the incentives, this study relies on the conceptual framework proposed by Viano et al. (2021), which defines, based on prior research, three types of factors that may 2 V. MANKKI AND S. SINTONEN attract or repel teachers from certain schools or teaching positions: (1) structural features of teachers’ employment, (2) fixed characteristics, and (3) malleable processes. Financial incentives, typically addressed in attempts to remedy shortages (See et al. 2020), are part of the structural features of teachers’ employment. These financial attractants, such as higher salaries, are based on the assumption that if individuals are sufficiently well compensated, they can be encouraged to enter or persuaded to remain in the position (See et al. 2020). Research suggests that while higher salaries can reduce teacher turnover rates in the short term, their long-term effectiveness is uncertain, often dissipating once the financial incentives are removed (Podolsky et al. 2019). According to the OECD (2018) report on teacher recruitment policies, relying solely on extrinsic financial incentives is inadequate for attracting high-quality teachers and may attract candidates primarily motivated by salary rather than a genuine fit with the profession. Fixed characteristics refer to the enduring features of educational institutions. Research has consistently shown that certain fixed characteristics, such as neighborhood attributes and the socioeconomic status of the area, significantly impact teacher mobility patterns (Borman and Dowling 2008; Hughes Gail 2012). These studies indicate that educational institutions with higher proportions of minority or lower socioeconomic students, as well as lower average student achievement, tend to experience higher rates of teacher turnover. Conversely, institutions situated in high-income areas with convenient access to amenities like shopping venues, improved transportation links, and shorter commute times tend to positively influence teachers’ willingness to apply for and remain in positions (Boyd et al. 2011; Engel, Jacob, and Curran 2014). Malleable processes are those where control resides within the education institution and/or educational administrators, and that can be adjusted relatively quickly. These include for example social working conditions: for example, Johnson Susan, Kraft, and Papay (2012) argue that while working conditions are generally significant for teachers and their career plans, it is the social conditions within these settings that wield the greatest influence. Consequently, teacher collaboration and collegiality (Johnson Susan, Kraft, and Papay 2012; Simon, Johnson, and Reinhorn 2019) and support from administrators (Borman and Dowling 2008; Boyd et al. 2011) have emerged as strong predictors of teachers’ employment decisions. The expectations regarding team leadership in ECEC have grown in recent decades, especially in Finland, where teachers are responsible for leading the pedagogical work within their teams (Ranta, Heiskanen, and Kahila 2023). Consequently, collegiality and support for educational leadership can be even more impactful for ECEC teachers’ employment decisions compared to teachers at other educational levels. More recently, professional development opportunities have gained recognition as a means to enhance teachers’ job satisfaction and potentially influence their decisions about entering and staying in teaching positions (Coldwell 2017). These opportunities also encompass induction programs, specifically designed to offer professional support for early career teachers (Helms-Lorenz, van de Grift, and Maulana 2016). Previous research also indicates that other malleable factors such as expectations of work outside regular hours (Simon, Johnson, and Reinhorn 2019), group size, and work safety are correlated with teacher turnover (Horng 2009). EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL 3 Methods Data collection Methodologically, the study relies on document analysis, a systematic procedure for reviewing various pre-existing organizational and institutional documents that include text and images not originally created for research purposes (Bowen 2009). This method provides benefits for qualitative researchers, helping to address concerns about the resources needed for data collection, as well as ethical and stability issues related to the data (Morgan 2022). However, to ensure the credibility of the data, it is crucial to establish a justified framework for sampling by defining clear criteria for selecting sources and documents (Kim and Angnakoon 2016). To minimize sample bias, job advertisements were sourced from a centralized recruitment website (https://www.kuntarekry.fi/en/), where nearly 80 percent of Finnish municipalities post all their open vacancies (A.-M. Mourukoski, pers. comm., January 11, 2022). In Finland, municipalities are responsible for organizing ECEC (Act on Early Childhood Education and Care 2018). Although private service providers can legally organize daycare operations, municipalities remain the primary recruiters of ECEC teachers. For instance, in 2019, almost three-quarters (72.5 percent) of daycares were municipal, with just over a quarter (27.5 percent) being private (The Finnish Education Evaluation Centre 2019). Therefore, the recruitment channel used in this study is the most significant among ECEC teachers. Furthermore, job postings from Helsinki and Vantaa, key cities in the Finnish metropolitan area suffering from an ECEC workforce crisis, were included in the dataset. These cities opt to advertise their openings on their respective recruitment websites. The advertisements were collected over a six-month period (between 1st January and 30th June 2022). New advertisements were reviewed on the final working day of each week, typically Fridays. Advertisements in Finnish for permanent ECEC teacher positions were meticulously saved as PDFs. The collected dataset consisted of 1756 advertisements. However, for research efficiency, the dataset was streamlined according to the following principles: 1) a maximum of 10 advertisements per municipality was included in the final dataset (if this required reduction, the advertisements from each municipality were ordered chronologically by application deadline, and the advertisements from every tenth percentile were included in the final dataset) 2) a maximum of 50% of advertisements from each municipality was included (if this required reduction, the advertisements from each municipality were ordered chronologically by application deadline, and every other advertisement was selected). These criteria ensured that all municipalities that posted advertisements were represented in the dataset, allowing for better representation of municipal variation than if a specific proportion of all advertisements had been accepted. In the final dataset analyzed for this study, there were 322 advertisements, which is a typical sample size observed in job advertisement studies in the educational sector (Mankki 2023) as well as in other fields (Harper 2012; Kim and Angnakoon 2016). According to Statistics Finland’s (2024) municipal grouping, which categorizes municipalities based on urban settlement proportions and the population of the largest urban settlement, the advertisements were distributed as follows: 139 from urban municipalities, 82 from semi-urban municipalities, and 101 from rural municipalities. The 4 V. MANKKI AND S. SINTONEN aforementioned measures taken to support research efficiency also supported the formation of relatively balanced group sizes, which facilitated the comparisons of incentives used in recruitment across urban, semi-urban and rural municipalities. Analysis This study employed a theory-driven and deductive approach to its analysis, following a path from theory to data (Graneheim, Lindgren, and Lundman 2017). Deductive qualitative content analysis involves using predefined categories derived from existing theory or prior research findings (Elo and Kyngäs 2008). In this study, the framework proposed by Viano et al. (2021) was adopted to categorize the incentives recognized in the advertisements. However, an inductive approach was utilized to capture incentives that could not be categorized using the aforementioned framework. The analysis began with comprehensive familiarization with the data through multiple readings of the job advertisements. The advertisements were reviewed, incentives related to the theoretical framework were searched and coded in Nvivo. Simultaneously, the data was coded inductively in cases where the incentives could not be placed within the theoretical framework. These identified openly coded incentives were then grouped into categories. To maintain consistency, a subsequent round of coding was conducted after the initial phase. This process helped identify and correct any inconsistencies in how incentives were categorized across different categories. Coding rules for both deductive and inductive approaches were iteratively refined throughout the analysis. Explicit and concise exemplifications (anchor samples) were selected for each category to enhance clarity of definitions and to ensure the trustworthiness of the study. The coding rules included specific exclusion criteria; for instance, employee benefits not explicitly specified for ECEC teachers but presumed to apply to all municipal employees were excluded from the analysis. These benefits were not considered relevant to the incentives aimed at attracting ECEC teachers specifically, which was the objective of this study. Additionally, wording mattered: if, for example, job postings did not emphasize ‘reasonable group sizes’ alongside the typical number of children in each group or ‘competitive salaries’ alongside their monetary figures, such expressions were not interpreted as incentives. In addition, quantification was employed in the analysis. Quantification can be advantageous for establishing a foundational overview of the reviewed documents (Bowen 2009). In this study, quantification was used to highlight the prevalence of incentives aimed at attracting ECEC teachers in Finland. Quantification was also utilized to identify differences in incentives among urban, semi-urban, and rural municipalities. Ethical considerations Although document analysis mitigates certain ethical concerns related to data (Morgan 2022), it remains essential to uphold ethical standards across all stages of research also in document analysis. This study meticulously adheres to the Finnish Code of Conduct for Research Integrity mandated by the Finnish National Board on Research Integrity (2023) and complies with the EECERA Ethical Code. The job advertisements used were publicly available information posted on a centralized recruitment website. Therefore, the EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL 5 advertisements were not anonymized, and identifiers indicating the municipality posting the vacancy were retained when presenting direct excerpts. Results In ECEC teacher job advertisements, the most frequently mentioned incentives were related to professional development opportunities (31.1% of the advertisements) and the physical work environment (27.6%). Table 1 provides an overview of the proportion of advertisements featuring specific incentives. When comparing differences across municipalities, it becomes apparent that advertisements from urban municipalities more frequently included incentives compared to advertisements from semiurban and rural municipalities: urban municipalities had the highest proportion in twelve out of fifteen incentives, with significant differences observed in incentives such as professional development opportunities (50.4% in urban versus 17.8% in rural municipalities and 14.6% in semi-urban municipalities) and commuting incentives (17.3%>2.0%>1.2%). The following sections provide a comprehensive description of each category, along with authentic excerpts from the data to illustrate and enhance the trustworthiness of the findings. These excerpts were translated from Finnish into English by the first author during the manuscript preparation. Structural features of employment Among structural features, salary has garnered the most attention in attracting teachers. Advertisements that explicitly emphasized salary size (in addition to specifying the salary denominated in euros) were coded into this category. These expressions indicating a competitive salary included phrases such as: ‘we offer […] a competitive salary (up to €2800.05/month)’ (municipality of Parkano), ‘the salary is considered regionally good. Currently, the task-specific salary for an ECEC teacher is €2,596/month’ (Urjala), ‘the appreciation of your contribution in ECEC is also reflected in the task-specific salary, which is €2,710.36/month’ (Vantaa), and ‘the salary program initiated in ECEC ensures a competitive salary level’ (Jämsä). In addition to salary, ECEC teachers were enticed with various incentive earnings and bonuses. These incentive earnings varied by municipality and included personal allowances, task allowances, pedagogical allowances, allowances based on the assessment of job demands, experience allowances, language allowances for knowledge of the Sámi language, degree allowances for a master’s degree in education, and remote area allowances. Regarding bonuses, teachers were attracted with recruitment and relocation bonuses. For example, the city of Helsinki promised in its advertisements that ‘when you start a permanent position as an ECEC teacher with the city of Helsinki in 2022, we offer you a €2,000 incentive bonus’ (Helsinki). The municipalities of Pöytyä (50% of the monthly salary), Kinnula (€1,000), and Tohmajärvi (€500) offered slightly smaller one-time bonuses. Some municipalities also offered recruitment bonuses as monthly payments (€100-200/month) typically for six months. Additionally, the city of Vantaa paid a €1,500 relocation bonus to ECEC teachers, and heads of ECEC centers who moved to the city from specified nearby municipalities. 6 V. MANKKI AND S. SINTONEN Table 1. The proportions of ECEC teacher job advertisements encompassing specific incentives. All advertisements (n = 322) Urban municipalities (n = 139) Semi-urban municipalities (n = 82) Rural municipalities (n = 101) n%n%n%n% Structural features of employment Competitive salary 14 4.3% 8 5.8% 3 3.7% 3 3.0% Incentive earnings 49 15.2% 23 16.5% 9 11.0% 17 16.8% Recruitment and relocation bonuses 25 7.8% 15 10.8% 1 1.2% 9 8.9% Fixed characteristics Location 11 3.4% 8 5.8% 1 1.2% 2 2.0% Commute 27 8.4% 24 17.3% 1 1.2% 2 2.0% Malleable processes Professional development opportunities 100 31.1% 70 50.4% 12 14.6% 18 17.8% Teacher collaboration and collegiality 53 16.5% 34 24.5% 5 6.1% 14 13.9% Administrator support 18 5.6% 16 11.5% 1 1.2% 1 1.0% Expectation for day work 7 2.2% 6 4.3% 1 1.2% 0 0.0% Moderate group sizes 2 0.6% 0 0.0% 0 0.0% 2 2.0% Safe work environment 6 1.9% 6 4.3% 0 0.0% 0 0.0% Other factors Physical work environment 89 27.6% 52 37.4% 14 17.1% 23 22.8% Adequate human resources 30 9.3% 19 13.7% 6 7.3% 5 5.0% Personal tools 7 2.2% 2 1.4% 5 6.1% 0 0.0% Feedback and acknowledgements 7 2.2% 5 3.6% 1 1.2% 1 1.0% EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL 7 Oberhuemer, and Inge Schreyer, 473–503. 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