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Vem leder skolutvecklingen?: Rektorers syn på förstelärares uppdrag
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2017 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Who leads School Improvement? : Principals view on first teacher assignment (English)
Abstract [en]

This paper is a study with a social science perspective, where school is viewed as a concrete concept, including people with different positions, who are striving towards set goals. The study examines principals of elementary and upper secondary school views of first teacher assignment. Using survey research, the principals’ perception was examined, in five equally large municipalities. Based on theories of school development, leadership and collegial learning, the following questions were asked:

A. To what extent do principals and first teacher lead school improvement? B. Are there differences in the perception of the reform depending if f the principal works at elementary school or secondary school? C. Are there differences in the perception of the reform depending on experience as principal? D. Is there a connection between the principals’ attitude towards the career employment reform and the vision of what career employment mean for school improvement?

Data from the survey was examined using the statistical software SPSS. A factor analysis was first conducted, and then correlation test between variables and indexes.

To summarize the principals held a positive attitude towards the reform, as well as a positive attitude towards wage spread. However, most of the principals did not think the government should control more than they already do. There were different opinions about if the ordinances as deputies should be more permanent or not, where half of respondents consider it a great deal, and half of them considered that it is better with time-limited ordinances. The principals who perceived teachers as educational leaders also perceived themselves as educational leaders to a greater extent, and had a much more positive attitude towards the first teachers’ assignments. Respondents saw their own role as educational leaders stronger than they saw the first teachers as educational leaders. The longer the principal had been in the profession, the stronger was this view. Principals with a positive attitude towards teachers’ pedagogical leadership and their own educational leadership experience to a greater extent the fact that school development, that is actively pursued, is taking place in classrooms.

Abstract [sv]

Denna uppsats är en studie med ett samhällsvetenskapligt perspektiv, där skolan ses som ett konkret begrepp och där människorna i den har olika positioner när de strävar mot uppsatta mål. Studien belyser rektorers syn på förstelärares uppdrag. Med hjälp av en enkätundersökning, som skickades till kommunala rektorer i fem jämnstora kommuner, samlades data in. Baserat på teorier om skolutveckling, ledarskap och kollegialt lärande, ställdes följande frågor:

a. I vilken grad leder rektorer och förstelärare skolutveckling? b. Finns det skillnader i uppfattning av reformen beroende på skolform? c. Finns det skillnad i uppfattning av reformen beroende på erfarenhet som rektor? d. Finns det samband mellan rektorernas inställning till reformen och synen på vad karriärtjänsterna innebär för skolutveckling?

För att behandla insamlad data användes statistisk programvara (SPSS). En faktoranalys utfördes och därefter korrelationstest, mellan variabler och index.

Rektorernas synpunkter på reformen kan sammanfattas med att det finns en positiv inställning till reformen och en positiv inställning till lönespridningen den medför. De flesta av rektorerna uttrycker inte att staten skulle styra mer. I fråga om karriärtjänsterna ska vara tillsvidare eller inte råder det delade meningar. De rektorer som anser det har en mer positiv uppfattning till reformen som helhet. Rektorerna som uppfattar förstelärarna som pedagogiska ledare anser sig också som pedagogiska ledare i större utsträckning, och har en långt mer positiv inställning till förstelärarnas uppdrag. Respondenterna ser sin egen roll som pedagogiska ledare starkare än de ser förstelärarnas roll som det. Ju längre rektorerna har varit i yrket, desto starkare är denna uppfattning. Rektorer med en positiv inställning till förstelärares pedagogiska ledarskap, och deras eget pedagogiska ledarskap, upplever i större utsträckning att den skolutveckling som bedrivs aktivt märks i klassrummen.

Place, publisher, year, edition, pages
2017. , p. 75
Keywords [en]
School Improvement, Leadership, Principals, First teacher, Förstelärare, First Teaching Reform, career employment
Keywords [sv]
Skolförbättring, Skolutveckling, Ledarskap, Rektor, Förstelärare, Förstelärarreform, Karriärreform, Karriärtjänst
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:kau:diva-62680OAI: oai:DiVA.org:kau-62680DiVA, id: diva2:1133590
Subject / course
Applied Pedagogy
Educational program
Master programme in Educational Leadership and School Development, 60 hp
Supervisors
Examiners
Available from: 2017-08-17 Created: 2017-08-16 Last updated: 2017-08-17Bibliographically approved

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