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Lärare vill bli stöttade och sedda: Tjugo lärares tankar om skolledarskap
Mälardalen University, School of Sustainable Development of Society and Technology.
2012 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Lärare vill bli stöttade och sedda

Tjugo lärares tankar om skolledarskap

Sharon Elhanati Berlin

 

Studien tar avspark i den komplexa vardagsverklighet skolledare och lärare verkar i och avser att belysa vilka aspekter av skolledarskapet som ges betydelse när lärare beskriver sina förutsättningar för att uppleva meningsfullhet i arbetet.  Det empiriska underlaget utgörs av skriftliga berättelser samt intervjuer. Totalt medverkade 20 lärare. Studien är upplagd som en tematisk analys med en kvalitativ ansats. Analysen av lärarnas berättelser resulterade i ett antal skolledarskapsaspekter med betydelse för lärarna. Dessa aspekter kodades i fem teman som gavs betydelse: (1) att känna stöd, (2) att känna sig sedd, (3) att känna förtroende, (4) betydelsen av struktur samt (5) kompetens hos ledaren. Att känna stöd gavs betydelse av flest lärare, vilket kan antas bero på att skolledarstöd i synnerhet blir viktigt när läraruppdraget försvåras av den osäkerhet som genomgripande förändringar i skolan genererar. Studien bidrar med kunskap om vad som är viktigt för lärare i relation till sina ledare. Studien synliggör vidare ett behov av att sätta skolledarskapet på agendan ifråga om vad som egentligen ligger i uppdraget och aktualiserar en diskussion om på vilket sätt skolledaren kan skapa förutsättningar för att stötta lärarna på bästa tänkbara sätt.

Abstract [en]

Teachers want to be supported and acknowledged

The thoughts of twenty teachers about school leadership

     Sharon Elhanati Berlin

 

The study finds its beginning in the complexity of the everyday reality school leaders and teachers work in, and aims to illustrate which aspects of leadership are given significance when teachers describe their prerequisites to experience meaningfulness in their work. The empiric basis consists of written stories and interviews. In total, 20 teachers participated. The study is arranged as a thematic analysis with a qualitative research approach. The analysis of the stories resulted in clarifying a number of leadership aspects which hold significance for the teachers. These aspects were sorted into five main themes: (1) to feel/have support, (2) to feel acknowledged, (3) to feel trusted, (4) significance of structure and (5) leadership competence. To feel/have support was given significance by most teachers. The reason for this is assumed to be the high importance of leadership when the teaching assignment is made difficult/unclear due to insecurity generated by overall change in the school. This study offers new insights to what is important to teachers in relation to their school leaders. The study reveals a need to put school leadership on the agenda regarding what lies within the assignment and brings to date the query of how school leaders can create prerequisites to give the best possible support to the teachers.

 

 

 

Keywords: teachers, aspects of leadership, school leaders, meaningfulness, support

 

Place, publisher, year, edition, pages
2012. , 20 p.
Keyword [en]
teachers, aspects of leadership, school leaders, meaningfulness, support
National Category
Other Social Sciences
Identifiers
URN: urn:nbn:se:mdh:diva-14697OAI: oai:DiVA.org:mdh-14697DiVA: diva2:532063
Subject / course
Leadership
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2012-06-13 Created: 2012-06-08 Last updated: 2012-06-13Bibliographically approved

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Type fulltextMimetype application/pdf

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