Published by BusinessToday, image by BusinessToday.
The well-being of teachers is in a critical state. While teachers play a significant role in influencing both the quality of education and students’ growth and academic achievement, their well-being is often overlooked and underreported.
As disclosed, 6,394 teachers (1.49% of the overall teaching workforce) were approved in 2023 to go on early retirement, an increase of 0.26% from 2022.
According to the Minister of Education (MoE), YB Fadhlina Sidek, the rationales for early retirement include lack of interest, family factors, health factors, duty burdens, and personal problems. This indicates a pressing need for the MoE to investigate the well-being of educators in Malaysia.
To elucidate, the World Health Organization (WHO) defines well-being as a critical asset of individuals, impacted by social, economic, and environmental factors, including the quality of life and their ability to contribute meaningfully and significantly to the world. This well-being encompasses the following aspects:
- Physical;
- Mental and emotional;
- Social;
- Occupational;
- Financial wellbeing; etc.
The increasing demands placed on teachers, combined with inadequate support systems and resources, have led to a decline in teacher well-being, manifesting in stress, burnout, and high turnover rates.
As we delve into the complexities of this issue, it becomes apparent that teachers’ well-being extends beyond their physiological, psychological, and emotional health, encompassing their overall satisfaction within the education service itself.
A previous study on work stress by Sophia et al. (2014) involving 463 secondary school teachers from Greece discovered that 69.4% of the respondents reported experiencing job stress fuelled by heavy workloads. The research further revealed that administrative duties, frequent curriculum changes, regularly changing timetables and hours of work, and frequently moving schools are factors influencing teachers’ work performance.
In the local context, research by Frankie et al. (2016) involving 33 teachers from Sarawak found that about half (50%) of the respondents showed symptoms of emotional exhaustion, while 47% showed symptoms of physical exhaustion, highlighting signs of burnout among teachers.
A common misconception is that the teaching profession offers the most holidays, and parents sometimes even criticise teachers for going on leave during the school term.
Indeed, teachers get ten days of paid leave annually in addition to school holidays and term breaks. However, many teachers are often required to return to school for administrative duties, indicating that work remains a priority even during these times.
While most in other professions are paid for working overtime, it is common for teachers to work outside of office hours without compensation.
According to the Khazanah Research Institute (KRI) report titled “Shifting Tides: Charting Career Progression of Malaysia’s Skilled Talents”, compared to 48.8% of graduates in 2010, 72% of education graduates made less than RM 2,000 in 2021.
This financial stress, fuelled by the spiralling cost of living and educational debt, along with job insecurity, especially among contract teachers or teachers dependent on student performance metrics, puts financial pressure on these educators.
As such, this eventually contributes to a challenging work environment for teachers, leading to increased stress, burnout, and, ultimately, poor well-being.
While the Madani government will soon announce the salary increment for civil servants, teachers must be compensated based on qualifications, performance, experience, and the significant contributions they make to society, rather than solely on their civil servant grade.
Notably, a Stanford-led study by Elise et al. (2019) reveals that measures of teachers’ work performance are correlated with financial stress, which could have significant effects on the students.
Meanwhile, the recent hiring of contract teachers by the MoE addresses the short-term teacher shortage, but given the unstable nature of contract teaching, this may not be a sustainable long-term solution.
Both administrative effectiveness and educational quality may suffer because of this instability.
Therefore, stakeholders may consider creating pathways for permanent employment of these contract teachers through professional development programmes, such as offering scholarships for advanced courses and further degrees in education and their teaching-related fields to those contract teachers who perform exceptionally well.
This would also organically (based on criteria) increase teachers’ professionalism over time, aligning the Malaysian education system with global best practices (refer to “Urgent Need to Reform Malaysian Education System”).
When teachers’ exceptional professionalism and performance excellence match with attractive salaries, this becomes an integrated approach to not only address the teacher shortages and professionalism, but also provide continuity in the educational experience for education of students, encourage stability and job security, boost morale and motivation, and lighten the administrative load.
Furthermore, the poor infrastructure and the lack of resources, such as insufficient classroom supplies, outdated materials, and poor internet coverage etc., exacerbate the situation, making it difficult for teachers to do their jobs effectively.
YB Fadhlina recently underlined the significance of tech courses for educators. However, if essential tools like interactive whiteboards, fast internet, and projectors are not available in every school and every classroom, this effort may have a limited impact.
Due to government shortcomings, many schools rely on donations and third-party contributions to build up the essential infrastructure and resources. This situation is one reason parents often choose SKJC schools, as these contributions help improve student performance and teacher well-being.
Creating a respectful and inclusive workplace can help teachers feel empowered and satisfied with their jobs.
While there is an urgent need for the MoE to expedite the development of our very own well-being index for teachers, EMIR Research also calls for:
1. Improved lesson plans and classroom management
While teachers are away from school, it is crucial to support relief teachers unfamiliar with specific subjects.
One way to accomplish this is by utilising the projectors, enabling relief teachers to play recorded lessons and support students as needed.
This ensures continuity in education and maintains classroom order, even when class or subject teachers are unavailable. It also reduces the administrative burden on relief teachers, allowing them to focus on delivering quality instruction.
2. Enhance access to professional learning and development (PLD) programmes for teachers
Offering courses on effective disciplining, understanding educational laws, stress management, and developmental psychology is crucial. These programmes can equip teachers with the skills needed to handle classroom challenges, manage stress, and support students’ psychological and emotional development.
This holistic approach contributes to a more supportive and efficient educational environment.
3. Practice transparency and accountability in school administration
There is a need for public disclosure and transparency in the allocation of funds for schools.
Engaging stakeholders such as Parent-Teacher Associations (PIBG) and teachers in these discussions ensures accountability and builds trust in the educational system.
Transparent financial practices help prevent misuse of funds and ensure resources are appropriately allocated to enhance educational quality.
4. Enhance the active role of school counsellors
Counsellors’ roles should not be limited to addressing misbehaviour and behavioural issues but should also include supporting academic performance and managing absenteeism.
Counselling sessions should consistently support students in overcoming academic challenges and maintaining regular school attendance, thereby lessening the burden on class or subject teachers while they are able to concentrate more effectively on delivering high-quality instruction.
Additionally, utilising contract graduates as assistant teachers can provide further academic support, enhancing the learning experience.
5. Prioritise hiring graduates with a background in Education
The National Union of Teaching Profession (NUTP) highlights a shortage of more than 20,000 teachers in Malaysia. According to the 2023 Ministry of Higher Education’s (MOHE) Graduate Tracer Study report, only 70.9% of education graduates have entered the job market, 1,410 (6.6%) are waiting for placement and 2,913 (13.7%) have not started working.
Hiring graduates with a background in education not only narrows the unemployment gap but also ensures these graduates possess the necessary expertise to fulfil their responsibilities with ease.
6. Importance of Early Education
Early childhood education fosters early cognitive, social, emotional, and physical growth, providing the foundation for future academic achievement.
This not only lays a strong foundation for children’s future learning but also eases the burden on primary school teachers by ensuring children enter formal education better prepared.
Emphasising early childhood education equity is a key strategy employed by leading education nations worldwide (refer to “Urgent Need to Reform Malaysian Education System”). This has also been discussed by EMIR Research earlier (see “Reinventing Malaysian Early Childhood Education” for more policy recommendations).
In summary, ensuring teachers are well-equipped, supported, and valued is essential for their critical role in the educational system. Addressing these concerns can help create a more supportive and sustainable educational environment benefiting both teachers and students by enhancing the overall quality of education that the Madani government rightly emphasises and envisions.
Jachintha Joyce is a Research Assistant at EMIR Research, an independent think tank focused on strategic policy recommendations based on rigorous research.
