The scientific essay begins with a figuration that will make the needs and guidance visible for the educator. This essay aims to investigate the educators work considering the quality process and where the systematic work take place, In relation to the guidance given by the preschool teacher and the principal of the preschool. I will describe and portray which kind of methods that I will use, and then explain what method means. The method is the scientific essay and is linked to Hermeneutics as a research approach. I will examine through the reflection of different types of perspective, partly my own, Zoias perspective and finally the principle. Further on will I continue with a discussion of different aspects such as the curriculum, criticism of norms, pedagogical leadership, quality-assurance and intercultural pedagogy. Finally, I will then Later on write about the previous research that have been done in this area. I will interlock these types of research with my analysis, so that I eventually can decide the final reflection in the last part called afterword. / Denna vetenskapliga essä inleds med en gestaltning som synliggör en pedagogs behov av vägledning och stöttning. Syftet med uppsatsen är att reflektera kring min gestaltning, för att undersöka hur det pedagogiska arbetet i praktiken synliggörs i kvalitetsarbetet. Jag beskriver vilken metod som jag kommer att använda mig utav, och förklarar vad metoden innebär. Metoden är vetenskaplig essä, sammankopplad med hermeneutiken som forskningsansats. Jag undersöker genom att reflektera över dilemmat från tre olika perspektiv som representeras av personer i mitt dilemma. Dessa perspektiv diskuteras vidare i förhållande till olika aspekter från läroplanen, normkritiskt arbete, pedagogiskt ledarskap, kvalitetssäkring och interkulturell pedagogik. Senare skriver jag i delen tidigare forskning om den forskning som gjorts inom området och kopplar denna till min undersökning.

This study examines preschool teachers' perceptions and experiences of systematic quality work in preschool. The purpose of making preschool teachers' perceptions and experiences visible is that they will provide new knowledge about the perceived reality of systematic quality work and what significance it has in preschool teachers' daily work. The questions in which the study seeks to answer are how preschool teachers perceive the systematic quality work? How preschool teachers perceive the work with documentation as part of the systematic quality work? And in what way preschool teachers feel that the systematic quality work helps them to develop the early childhood education? This is a qualitative study where preschool teachers have been interviewed in which a total of four interviews have been treated in the study. The interviews have been semi-structured with a low degree of structuring. The interviews were then transcribed where a qualitative analysis of the material was made. The theoretical concepts that permeate the analysis are the motives for evaluation, which consist of the control motive, the development motive and the knowledge motive. The results show that there are two themes in which the systematic quality work is understood. Systematic quality work in an overall perspective and systematic quality work from an operational perspective where the motives for evaluation are varied.

This study sheds light on preschool teacher’s and principal’s view and practice of how systematic quality work affects the equality in preschools. In January 2020, the convention on the rights of a child became part of Swedish law, which strengthened children’s rights in the Swedish society and childcare. The preschool’s current curriculum states that all children have the right to equivalent preschool education. In order to advance towards fulfilling this objective, the application of SKA is utilized as a means to monitor quality and ensure development. Our purpose with this study is to examine preschool teachers and assistant principal’s perception of systematic quality work in relation to equivalent preschool education along with the work of equal treatment - which is practiced within preschools. We will also define how they experience their opportunities within this matter. We mean to further examine how the convention on the right of a child’s integration in Swedish law affects the work of preschool staff. The desired outcome of this research study is for it to contribute to a more profound development of practices in preschool education. This qualitative study was supported by arranging interviews, involving four preschool teachers along with two assistant principals. When we compiled our data, we were able to draw a connection between the participant’s interpretation of the concept of equality and quality within preschools.  In summary, we see a connection in children being deprived of their right to equality within the preschool and surrounding factors, which explains this finding. In our compiled data, there is seemingly a diversity in how concepts are perceived among the principles within the preschool organisation. Apparently, various structural frame factors also had a significant impact on the preschool’s equality. In our findings it appeared so that teachers' approach towards children’s different needs and prerequisites was vital to work supportively for children’s right to equality in preschools, which in turn also affects the quality of the preschool itself.

Syftet med studien var att undersöka om medarbetare och chefer har samma bild av systematiskt kvalitetsarbete samt hur deras upplevelse av delaktighet och engagerat ledarskap är i det systematiska kvalitetsarbetet.   Studien utgick från en hermeneutisk och deduktiv ansats. Insamling av data har varit utifrån kvantitativ design med en survey-undersökning baserat på studiens teoretiska ramverk, syfte och frågeställningar.   Resultatet i studien baseras på 53 respondenters svar varav sju enhetschefer och 46 medarbetare från en verksamhet inom socialt arbete. Resultatet har visat att bilden av systematiskt kvalitetsarbete är olika då det finns skillnader i om det görs regelbundna egenkontroller, mätningar av kundnöjdhet och om verksamheten följer socialstyrelsens SOSFS 2011:9. Båda grupperna upplevde delaktighet med undantag för att få tid till samarbete med kollegor och upplevelse i att ha fullt ansvar för kvalitetsarbetet. Enhetschefer upplever att det finns ett engagerat ledarskap medans medarbetare inte upplever att det finns i lika hög grad. / The purpose of the study was to investigate whether employees and managers have the same picture of systematic quality work as well as how their experience of participation and committed leadership is in the systematic quality work.   The study was based on a hermeneutic and deductive approach. Collection of data has been based on quantitative design with a survey study based on the study's theoretical framework, purpose and issues. The results of the study are based on 53 respondents' responses, of which seven are managers and 46 employees from a organization in social. The result has shown that the picture of systematic quality work is different as there are differences in whether regular self-checks, customer satisfaction measurements and whether the business follows the Socialstyrelsens SOSFS 2011: 9. Both groups experienced participation with the exception of allowing time for collaboration with colleagues and experience in having full responsibility for the quality work. Unit managers feel that there is committed leadership while employees do not feel that there is an equal degree. / <p>2020-06-26</p>

Swedish school law stipulates that the work of student health teams in schools should be mainly health promoting. However, earlier scientific studies and reports from authorities show that most schools work aren’t. The aim of this study is to investigate how principals in five upper secondary schools organize and lead the health promoting work and what challenges they experience in their leadership with regards to health promoting work. The study is qualitative, based on a content analysis of semi-structured interviews with five upper secondary principals in Sweden. The results of the study show that even though the principals have access to interprofessional health teams and good organizational structures the student health work in four out of five schools mainly focus on remedial work and that more must be done in order develop their health promoting work. More focus must be appointed to developing teaching and teachers and student health team personnel must work closely together. In addition, principals must integrate their health promoting work in the systematic quality work of the school.

The purpose of the study is to investigate how educational documentations in systematic quality work are used in pre-school practice. What are the possibilities and limitations of the use of pedagogical documentation as an instrument in systematic quality work in pre-school practices? Referring to previous research, theory and empirical data collection, I was able to conduct this study. In the theoretical part, I made use of the constructionist learning perspective. In the empirical part, I used a qualitative research method with interviews and observation in order to gain understanding of the way pre-school teachers use pedagogical documentation in a learning perspective.The study shows that pedagogical documentation used in systematic quality work is associated with opportunities and difficulties. Participants described that pedagogical documentation provides opportunities for children to achieve their potential, and that it focuses on the individual needs of development. In other words, the benefit of using pedagogical documentation of systematic quality work became a tool for the educational quality in the operation. The teachers constantly have the ability to monitor, document and reflect on their work to ensure children's learning and development. This also creates opportunities for children to become active participants in the educational activities. Some of the difficulties are lack of time, children's group size and staff nonattendance. The study's participants also highlight that there is a need for increased staff competence in the use of technical educational tools.

Studiens syfte är att bidra med kunskap om hur huvudmän organiserar och skapar möjligheter för att arbeta med flerspråkiga barns språkutveckling i förskolan. Mer specifikt riktas fokus mot förskolans uppdrag att ge varje barn förutsättningar att utveckla både det svenska språket och dess modersmål. Detta utifrån ett huvudmannaperspektiv. Frågeställningarna handlar om hur målet från läroplanen tolkas, vilken information och kommunikation som behöver synliggöras för att kvalitetssäkra arbetet samt hur resurser organiseras och fördelas i förskolans verksamhet för att tillgodose målet. Det empiriska materialet har samlats in genom intervjuer av huvudmän med skilda titlar runtom i Sverige som har ansvar för att förskolor arbetar med målet. Studiens teoretiska ramverk utgörs av ramfaktorteori som utformats av Urban Dahllöf och Ulf P. Lundgren samt läroplansteori även det utformat av Ulf P. Lundgren. Teorierna synliggör vilka ramar förskolan har att förhålla sig till samt utgå från och hur detta görs i praktiken. Studiens resultat visar på att målet från läroplanen ses som viktigt men det är svårt för förskolans personal att veta vad det är som förväntas av dem. För att arbeta med målet krävs dels kunskap om flerspråkiga barns språkutveckling hos den enskilde pedagogen, dels ensam syn i personalgrupper rörande arbetsmetoder. Det krävs även att högre ledning har en kunskap om målet för att ge goda förutsättningar för personalens arbete med målet. Slutsatsen belyser vilka möjligheter och hinder som finns i förskolans arbete med flerspråkiga barns språkutveckling.

Syftet med studien är att genom kvalitativa semistrukturerade intervjuer undersöka hur rektorer uppfattar sitt uppdrag kring systematiskt kvalitetsarbete i förskolans verksamhet. Studien har utgått från en fenomenografisk teori samt en fenomenografisk metodansats, detta för att redogöra samt synliggöra rektorernas uppfattningar inom ett fenomen. Det fenomenografiska perspektivet ger studien utrymme till att undersöka det fenomen som studien har som fokus. Nio rektorer har intervjuats, frågeställningarna riktades mot rektorernas uppfattning samt vad rektorerna anser att det finns för möjligheter och utmaningar i genomförandet av systematiskt kvalitetsarbete i verksamheten. Studiens resultat visar att det är rektorerna som lägger grunden men det är förskollärarna, barnskötarna och arbetslaget som gör det stora arbetet kring uppdraget med det systematiska kvalitetsarbetet. Om rektorerna inte lägger ramen och organiserar verktyg och strategier för uppdraget är det svårt för förskollärarna, barnskötarna och arbetslaget att genomföra och fullfölja sitt arbete kring systematiskt kvalitetsarbete baserat på de mål som står i läroplanen för förskolan. I studiens resultat framgår det även att det finns flertalet faktorer som påverkar arbetet. Slutsatser som lyfts fram från denna studie är att rektorers uppfattning kring sin egen del i det systematiska kvalitetsarbetet varierar. Det finns de som är djupt engagerade och delaktiga i arbete och ser till att verktyg som behövs för att utföra arbetet finns. Det finns även de rektorer som anser att det stora ansvaret ligger på förskollärarna, att det är förskollärarna som ska driva och genomföra kvalitetsarbetet. Dock har alla rektorer ett gemensamt förhållningssätt, och det är att det systematiska kvalitetsarbetet behövs för att kvalitetssäkra en likvärdig och bra undervisning. / The purpose of the study is to investigate through qualitative semi-structured interviews how principals perceive their assignment regarding systematic quality work in preschool's activities. The study has been based on a phenomenographic theory and a phenomenographic methodological approach, this to account for and make visible the principals' perceptions within a phenomenon. The phenomenographic perspective gives the study room to investigate the phenomenon that the study has as focus. Nine principals were interviewed, the questions were directed at the principals' opinion and what the principals believe are opportunities and challenges in the implementation of systematic quality work in the organization. Our results show that it is the principals who lay the foundation, but it is the preschool teachers, childcarers and the work team who do the main work around the assignment with systematic quality work. If the principals do not set the framework and organize tools and strategies for the assignment, it is difficult for the preschool teachers, childminders, and the work team to carry out and complete their work on systematic quality work based on the goals stated in the curriculum for the preschool. The results of the study also show that there are several factors that affect the work. Conclusions that emerge from this study are that principals' perceptions of their own part in the systematic quality work vary. There are those who are deeply committed and involved in work and see that the tools needed to carry out the work are available. There are also principals who believe that the greatest responsibility lies with the preschool teachers, that it is the preschool teachers who must do most of the quality work. However, all principals have a common approach, and that is that systematic quality work is needed to ensure the quality of an equal and good teaching.

Introduction: What is meant by the need for education to rest on a scientific basis? According to Skolverket is at the heart of successful school development in education on scientific basis and proven experience. Theoretical starting points: In this section I will highlight the theoretical concepts that include in the work on the scientific basis. The theoretical concepts are: research-based approach, scientific basis, evidence, knowledge, systematic quality work, collegial learning, lifelong learning. Previous research: In this section I will explain what the research says that education should rest on a scientific basis. Then describe what the research says about school development. Then summarize Fröbels pedagogical philosophy and finally summarize the curriculum theory of the preschool. Forskningen säger att Purpose and issues: The purpose of this essay is to seek answers to what it means to preschool shall rest on a scientific basis and how to apply this to the business. Methods: The study is based on a qualitative data collection. The choice is based on the qualitative method is more appropriate for my study because the research question is about examining how preschool teachers perceive meaning with a scientific basis and how they understand their activities in relation to school laws and curriculum. Results: The result showed that preschool teachers experienced a lack of time, support from preschool managers and too little training. Also, the difficulty of transturning research into practice. Discussion: In the discussion section I discuss what came up in the results linked to previous research. I am debating that the results showed that in preschool It becomes more focus on the organizational, that the business will go around and work, instead of focusing on pedagogical issues and how to work research-based. Keywords: research-based approach, scientific basis, evidence, knowledge, systematic quality work, collegial learning, lifelong learning

Titel: Anställdas reaktioner vid kvalitetsdrivet utvecklingsarbete, fokus på motståndens art, konsekvenser och hantering Nivå: C-uppsats i företagsekonomi Författare: Marie Olsson, Emelie Mårtensson Handledare: Tomas Källquist, Stig Sörling Datum: 2013-06-11 Syfte: Studiens syfte är att belysa motstånd från anställda mot kvalitetsdrivet utvecklingsarbete och belysa olika sätt för ledningen att bemöta dessa motstånd. Metod: Litteratur och tidigare forskning om kvalitetsarbete och motstånd från anställda studerades. Även ledare- och ledningens roll i arbetet mot motstånd studerades. Därefter undersöktes hur respondenterna i fallföretagen arbetar med kvalitet och vilka erfarenheter de har av motstånd. Reflektion: Det visade sig att tidigare forskning och den insamlade empirin hade flera likheter, bland annat huvudteman som kommunikation, struktur och mänskligt beteende. Förslag till fortsatt forskning: Denna studie belyser endast motstånd, som är en av många olika reaktioner. Detta bör tas fasta på i andra studier, och därför belysa vilka reaktioner som kan uppstå vid en kvalitetsdriven förändring. För fortsatt forskning vore det också intressant att överblicka hur motstånden kan te sig mot förnyelsearbete rent generellt, och bortse från kvalitetsfokus. Är det samma faktorer som påverkar som vid ett kvalitetsdrivet utvecklingsarbete? Förutom att belysa motstånd finns också möjligheten att rikta sig mot de koncept som finns, och belysa hur de används idag jämfört med tidigare. Studien har även uppmärksammat att TQM inte används i samma utsträckning idag, och att företag istället väljer att inspireras av dem. Vad kan denna utveckling bero på, varför har företag som implementerat konceptet valt att frångå detta? Uppsatsens bidrag: I dagsläget finns mer teoretiskt material än empiriska synvinklar på motstånd från anställda i ett kvalitetsdrivet utvecklingsarbete. Det finns en mängd litteratur och tidigare forskning kring ämnet men färre fallstudier, hur problemen verkligen förefaller i praktiken, varför denna studie behövs. Nyckelord: Kvalitetsdrivet utvecklingsarbete, Motstånd, Kvalitetsarbete, Anställda, Ledare- och ledningens roll. / Title: Employee reactions to quality-driven development, focus on resistance, its nature, consequences and managing. Level: Final assignment for Bachelor's Degree in Business Administration Author: Marie Olsson, Emelie Mårtensson Supervisor: Tomas Källquist, Stig Sörling Date: 2013-06-11 Aim: The purpose of this study is to illustrate resistance from employees towards quality-driven development and ways for management to respond to these resistors. Method: The literature and previous research of quality work and resistance from employees was studied. Leaders and leadershiprole in the resistance was also studied. Next, the study examined how respondents in the case company committed to quality and their experiences of resistance. Reflection: It turned out that previous research and the collected empirical data had many similarities, including keytopics such as communication, structure and human behavior. Suggestions for future research: This study has only studied resistors, and therefore would a study that illustrates the reactions that occur in a quality driven change be interesting. For future research it would also be interesting to conduct a study overviews how resistance may seem to renewal in general, apart from the quality focus. Is it the same factors that affects as in a quality-driven development? In addition to illustrate resistance is also the possibility of targeting the concepts that are available today, and how they are used. The study has noted that TQM is not used to the same extent today, and that companies instead choose to be inspired by them. What might this evolution depend on, why have companies that implemented the concept chosen to deviate from this? Contribution of the thesis: In the current situation there is more theoretical than empirical perspectives on resistance from employees in quality-driven development. There are a variety of literature and previous research about the subject but fewer case studies where you can really see how the problems seem in practice, wich is why that this study is necessary. Keywords: Quality-driven development, Resistance, Quality work, Employees, Leaders and leadershiprole.