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Skolledares betydelse för lärares arbete: Skolledares ansvar för att utbildningen vilar på vetenskaplig grund och beprövad erfarenhet
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2016 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
School-leaders meaning for teachers work. : School-leaders responsibility that education is grounded on scientific principles and proven experience. (English)
Abstract [sv]

Sammanfattning

Denna studie har som syfte att undersöka lärares uppfattning om skolledare/rektorers uppdrag och betydelse för lärares arbete. Studien svarar på frågan vilka ansvar skolledare har för att utbildningen ska vila på vetenskaplig grund och beprövad erfarenhet. Undersökningen är kvantitativ och har genomförts via en web-enkät och riktat sig mot lärare inom grundskolan från förskoleklass till årskurs nio. Undersökningens resultat visar att skolledares uppdrag handlar om yttre faktorer som kan kopplas mot skolans regelverk och styrdokument samt inre faktorer som kan härledas mot styrning av skolans inre utvecklingsarbete. Skolledare har betydelse för lärares arbete på individ, grupp och organisationsnivå. Studien visar också att lärarna lägger stort ansvar på skolledare/rektor att utbildningen ska vila på vetenskaplig grund och beprövad erfarenhet. Undersökningens resultat kan användas för att bidra med lärdomar om vilka förväntningar lärare har på skolledare/rektor i rollen som administrativ och pedagogisk ledare samt upptäcka förändringsprocesser i rollen som skolledare/rektor.

Abstract [en]

Abstract The purpose of this study is to investigate teachers’ perception of school-leaders/principals assignment and their importance for teachers work. The study investigates the extent to which school-leaders are responsible for grounding education on scientific principles and proven experience. The study is quantitative and is performed by a web–questionnaire and focuses on teachers in elementary school from preschool to ninth grade. The result of the study shows that schoolleaders assignment can be divided into external factors that are related to school regulations and policy documents and internal factors that are related to the schools internal development. School- leaders/principals are important for teachers work both on individual, group and organizational levels. The result also shows that teachers put big responsibility on their schoolleaders/principals demanding that education is based on scientific principles and proven experience. The result of the study can be said to contribute with knowledge about teachers expectations on their school-leaders/principals role as administrative and educational leaders and discover changes in school-leaders leadership.

Place, publisher, year, edition, pages
2016. , 67 p.
National Category
Humanities
Identifiers
URN: urn:nbn:se:kau:diva-43791OAI: oai:DiVA.org:kau-43791DiVA: diva2:944745
Educational program
Master programme in Educational Leadership and School Development, 60 hp
Supervisors
Examiners
Available from: 2016-06-30 Created: 2016-06-29 Last updated: 2016-06-30Bibliographically approved

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Skolledarskap(1485 kB)98 downloads
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Type fulltextMimetype application/pdf

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CiteExportLink to record
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Citation style
  • apa
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