I samband med Covid-19-pandemin tilldelades Tillväxtverket uppdraget att ansvara för fördelningen av ekonomiskt stöd för korttidsarbete. Korttidsarbete (även kallat korttidspermittering) kan användas när företag drabbas av tillfälliga ekonomiska problem till följd av att något oväntat händer. Syftet med undersökningen har varit att utforska hur den extraordinära kontexten som Tillväxtverkets upprättade organisation verkat i har påverkat respondenternas ledarskapsförväntningar. En kvalitativ metod med semistrukturerade intervjuer och tematisk analys tillämpades som metodologiskt angreppssätt för studien. Undersökningen består av totalt tolv deltagare, varav hälften gruppchefer (se; ledare) och hälften handläggare (se; följare). Den tematiska analysen genererade tre teman, komplexitet, ledarstilar och den organisatoriska strukturen. Faktorer ur den extraordinära kontexten som identifierats påverkat respondenternas förväntningar gällande komplexitet var resursbrister avseende personal och systemstöd, och osäkerhet kring uppdragets uppskattade tidsomfång. Även externa beslutsfattare såsom riksdag och regering samt det stora inflödet av nyutexaminerade anställda utan tidigare relevant arbetserfarenhet har illustrerats i temat. Det andra urskilda temat var ledarstilar, varav fokus på behovsmallar och att etablera en personlig relation mellan ledare och följare igenkänts. Likaså engagemang för att skapa en stark sammanhållning för att säkra en god arbetsmiljö samt uppföljning och feedback utmärker sig ha påverkat respondenternas förväntningar. Det tredje och sista temat berör den organisatoriska strukturen, såsom beslutsfattande i en top-down modell och den interna kommunikationen. Den arbetsrelaterade förståelsen inom organisationen gällande lägesbilder och informationsdelgivning identifierades dito, och avslutningsvis urskiljs förtroendeskifte med ökad tillit till följarna. / During the coronavirus (COVID-19) pandemic, the Swedish Agency for Economic and Regional Growth had responsibility for the distribution of financial support for short-term work allowance, a support being provided to enable employers to retain their personnel during the pending crisis and to be able to quickly get back to full speed again when the situation improves. The purpose of this study has been to explore how the extraordinary context in which the Swedish Agency for Economic and Regional Growth's established organization has operated, and how it has affected the leader expectations within the organization. A qualitative method with semi-structured interviews and thematic analysis has been applied as methodological approach. The survey consists of a total of twelve participants, of which half are group leaders (see; leaders) and half are case officers (see; followers). The thematic analysis generated in three themes, of which complexity was the first identified. Factors from the extraordinary context that were identified affected the surveyed individuals' expectations regarding complexity were lack of resources regarding staff and system support and uncertainty about the assignment's estimated time range. External decision-makers such as the government, as well as the large influx of newly graduated employees without previous relevant work experience, have also been illustrated in the theme. The second distinct theme was leadership styles, of which the focus on needs templates and establishing a personal relationship between leader and follower is recognized. Likewise, the commitment to create a strong cohesion to ensure a good working environment and feedback stand out to have affected the expectations of the individuals surveyed. The third and final theme concerns the organizational structure, such as decision-making in a top-down model and internal communication. The work-related understanding within the organization regarding common operating pictures and information sharing was identified accordingly, and finally, a change of increased trust in the followers.

This study seeks to contribute to a deeper understanding of whether religion teachers, specifically teachers in Swedish year 7–9 and Gymnasium (Middle School and High School-equivalent), feel inhibited in their didactic development. In addition, this study seeks to provide an insight into how religion teachers define “teacher professionalism” on a theoretical level, as well as the attitude of religion teachers towards the implementation of new didactical methods and opportunities, exemplified by the concept of “wonder”. These purposes were achieved through the conducting of a series of qualitative semi-structured interviews with four teachers – two from year 7–9, two from Gymnasium. The content of these interviews, once thoroughly transcribed, was then categorised into “main themes” and “themes” using a hermeneutical perspective.The material was then hermeneutically analysed in relation to the established theoretical and prior research framework, which yielded the following results. Firstly, a majority of the interviewed religion teachers stated that they felt inhibited in their didactic development. In addition, the environmental circumstances described by the teachers as the cause for this inhibition were found to be of similar nature. This suggests that the cause of the inhibition lies within the school organisation itself, rather than the individual. Secondly, all of the interviewed religion teachers showed limited theoretical awareness of their teacher professionalism. Few of the teachers directly experienced their teacher professionalism as lacking in any specific aspect, however the analysis revealed themes within their answers that would imply the opposite. This would in turn suggest that the professionalism of the religion teachers might be under threat, due to teachers’ unawareness of it. Thirdly, all of the interviewed religion teachers showed interest and openness towards the concept of “wonder” and similar experience-basedlearning methods, seeing a purpose for it both in their lessons as well as the school itself. Furthermore, the religion teachers expressed ideas for religion education to expand towards a more personal and societal plane. The religion teachers found a practical approach as well as ethics, identity, and debates to be of higher interest and relevance for themselves and their students. The implications of this development are unclear however and might potentially lead to a further de-valuing of the acquiring of base facts and knowledge among Swedish students.