Factors Constraining Teachers’ Wellbeing and Agency in a Finnish University : Lessons from the COVID-19 Pandemic

Abstract
The COVID-19 pandemic forced teachers to undergo a sudden shift toward technology-enhanced teaching and learning, challenging their capacities for change in many ways. This study explores those factors constraining teachers’ wellbeing and agency that influenced their capacities as teachers in a Finnish university during the first year of the pandemic. Two sets of data were collected, with an online survey in the spring (n = 297) and autumn (n = 246) of 2020. At both times, challenges with workload, time management, and interactions with colleagues were found to be the most constraining factors. Difficulties with work–life balance and home office facilities seemed more of an issue in the spring, whereas transforming teaching and adopting new technological tools were reported as more burdensome in the autumn. The findings show the need for teachers to be heard and holistically supported, particularly when extensive changes in teaching arrangements are expected on a rapid schedule.
Main Authors
Format
Articles Research article
Published
2022
Series
Subjects
Publication in research information system
Publisher
MDPI AG
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202211025074Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
2227-7102
DOI
https://doi.org/10.3390/educsci12100722
Language
English
Published in
Education Sciences
Citation
  • Mäkelä, T., Sikström, P., Jääskelä, P., Korkala, S., Kotkajuuri, J., Kaski, S., & Taalas, P. (2022). Factors Constraining Teachers’ Wellbeing and Agency in a Finnish University : Lessons from the COVID-19 Pandemic. Education Sciences, 12(10), Article 722. https://doi.org/10.3390/educsci12100722
License
CC BY 4.0Open Access
Additional information about funding
This work was supported by the university’s internal funding.
Copyright© 2022 by the authors. Licensee MDPI, Basel, Switzerland

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