I den här studien undersökte vi hur specialpedagoger tolkade fenomenet tillit i relation till sin yrkesutövning. Vi ville också ta reda på vilka möjligheter och organisatoriska förutsättningar för att skapa tillit de beskrev sig ha på sina arbetsplatser. Motivet till undersökningen utgick från två huvudlinjer, varav den ena var att fenomenet tillit och dess plats i skolans kultur upplevdes begränsad i tidigare forskning, trots bevis på att tillit har ett stort värde på många sätt. Den andra linjen för vår utgångspunkt var rapporter om barn och ungas försämrade välmående kopplat till skolans miljö, som för oss gjorde det angeläget att förstå och ringa in specialpedagogers arbete med fokus på fenomenet tillit. Det teoretiska ramverket vilar på en systemteoretisk (Öquist, 2018) utgångspunkt med tolkning utifrån Bronfenbrenners (1979) utvecklingsekologiska perspektiv. Då studiens syfte var ett utforskande av uppfattningar och erfarenheter, var en kvalitativ metodansats motiverad och vi valde att intervjua åtta specialpedagoger. Intervjuerna utgick från en tematiserad, semistrukturerad intervjuguide och analyserades utifrån tematisk analys enligt Braun och Clarke (2006). Resultatet från undersökningen visar att specialpedagogerna menade att tillit var centralt för hela deras uppdrag, att ett relationellt förhållningssätt är förutsättningen för det, att tillit inte är något statiskt samt att tillit behövs på individ-, grupp- och organisationsnivå för att kunna fungera. Möjligheterna för att skapa tillit i skolkulturen menade de låg hos dem själva utifrån personlighet och yrkeskompetens, samt till stor del berodde på vilket synsätt lärarna på skolan hade och därmed att deras förväntningar på specialpedagogernas insats blev realistisk. De organisatoriska förutsättningarna för att skapa en tillitskultur ansåg specialpedagogerna låg på rektors ansvar och i dennes förmåga att leda elevhälsoarbetet på skolan. Utifrån resultaten drar vi slutsatser om att det behövs en tydlig ledning som för in strukturella förutsättningar för att kunna bygga en tillitsfull skolkultur där alla tar sitt ansvar. Specialpedagogen har ett viktigt uppdrag för att medverka till det öppna klimat som en tillitsfull kultur har. Tillit behöver byggas på alla nivåer i skolans styrkedja och specialpedagogens bidrag till detta måste vara att finnas tillgänglig med den helhetssyn och empati som ligger i dennes kompetens. Vi menar att specialpedagogen behöver samverka med olika yrkesgrupper och leda ett arbete med att stärka olika former av tillit, utifrån Jederlunds (2021) begrepp kollegial-, kollektiv- och processtillit. Här ser vi att det finns ett behov av samsyn, där ett skifte från ett kategoriskt till ett relationellt perspektiv är nödvändigt och att det kräver ett större förändringsarbete som engagerar alla inom skolans organisation och som blir varaktigt.

Lärares villkor att ingå i skolutvecklingsprojekt är starkt kopplat till samhälls- och policyförändringar på makro- meso- och mikronivå. På mikronivå har ämneslärare i en särskild undervisningsgrupp ingått i ett forskningsutvecklingsarbete inom Språkutvecklande digitaliseringsarbete då det finns ett utvecklingsbehov inom dessa områden. I utbildningssammanhang och då det talas om lärares handlingskraft och attityder talas det om "agency" och kopplas till självförtroende, motivation, vilja, målmedvetenhet och kreativitet. Syftet med studien var att undersöka vad som är utmärkande för lärares erfarenheter samt vilka villkor och möjligheter ämneslärare i årskurs 6-9 upplever med att ingå i ett forskningsutvecklingsarbete på vetenskaplig grund. Studien genomfördes på fyra ämneslärare med avsikten att utifrån ett socialkonstruktivistisk förhållningssätt analysera vilka nyvunna insikter framträder i de sociala samspelen i foksugruppen. Analysen skedde via tematisk analys utifrån den induktiva metoden. Det som framträdde i analysen var teman kopplade till olika framträdande koder. Några nyckelfaktorer visade sig vara de pedagogiska samtalen, att växa tillsammans i en grupp, förmågan att kunna se det positiva och kontiniuitetens betydelse. Vidare ansågs det mer relevant att ingå i ett forksningsutvecklingsarbete skapat utifrån ett  "down-top" perspektiv. Motståndet bland informanterna visade sig vara kopplat till plötsliga förändringar som bestäms utifrån ett "top-down" perspektiv – där förutsägbarhet och tydlighet visades vara betydelsefullt för elever som ingår i en särskild undervisningsgrupp. Sammantaget visade studien att ingå i ett forskningsutvecklingsarbete med fokus på ett sociokulturellt perspektiv och heterarkier främjar kollegialt lärande som engagerar ämneslärare och bidrar till proffesionsutveckling både på individ och organisationsnivå. / Teachers' conditions to be included in school development projects are strongly linked to societal and policy changes at the macro, meso and micro level. On a micro level, subject teachers in a special teaching group have been involved in research development work within Language Development digitization work as there is a development need in these areas. In the context of education and when talking about teachers' power of action and attitudes, they talk about "agency" and it is linked to selfconfidence, motivation, will, determination and creativity. The purpose of the study was to investigate what is distinctive about subject teachers' experiences and what conditions and opportunities subject teachers in grades 6-9 experience with participating in research development work on a scientific basis. The study was carried out through a focus group of four subject teachers with the intention of analyzing, based on a social constructivist approach, which newly gained insights emerge in the social interactions in the focus group. The analysis took place via thematic analysis based on the inductive method. What emerged in the analysis were themes linked to various salient codes. Some key factors were shown to be the educational conversations, growing together in a group, the ability to see the positive and the importance of continuity. Furthermore, it was considered more relevant to be included in a project created from a "down-top" perspective. The resistance among the informants turned out to be linked to sudden changes that are determined from a "topdown" perspective - where predictability and clarity were shown to be significant for students who are part of a special teaching group. Overall, the study showed that being part of a school development project with a focus on a socio-cultural perspective as well as from heterarchies promotes collegial learning that engages subject teachers and contributes to professional development both at individual group and organizational level

Studiens syfte är att synliggöra och öka kunskapen om skolutvecklande processer i grundskolan med fokus på alla elevers rätt till en likvärdig utbildning. För att uppnå syftet undersöktes vad lärarna fokuserade på i diskussionerna i uppstarten av arbetet och hur fokuset ändrades under arbetets gång samt vilka möjligheter och hinder som blev synliga under processen. För att undersöka detta användes aktionsforskning som ansats och ett projektarbete skapades om tillgängliga lärmiljöer. Studien är kvalitativ och empirin grundar sig på fokusgruppsamtal, loggböcker och intervjuer. För att analysera resultatet från empirin användes teorin om praktikarkitektur vilket även möjliggjorde synliggörandet av sägandet i samtalen utifrån forskningsfrågorna. Teorin om praktikarkitektur är en allmänt vedertagen metod för att analysera resultat från aktionsforskning. Studiens resultat visade att lärarna till en början fokuserade på de hinder de tyckte sig se i praktiken. I samtalen diskuterade de att förutsättningarna för arbetet utifrån elevers varierande behov, klassrumsmiljön och tid. Målsättning med deltagandet fick även det stort utrymme i diskussionerna. En bit in på projektet började lärarna fokusera mer på de positiva effekterna av att arbeta med lärmiljön och den förändrade syn de hade fått om arbetet. Förutsättningar för arbetet fortsatte att ta utrymme i diskussionerna, men innefattade då även ekonomi och samarbete. Möjligheter och hinder synliggjordes. Det som möjliggjorde arbetet var att avsätta tid för arbetet, samarbete och handledning samt en ökad förståelse för lärmiljöns betydelse. Det som hindrade arbetet var tidsbrist, ekonomi och till viss del den solidaritet som fanns i arbetslaget. / The purpose of the study is to highlight and increase knowledge about school development processes in compulsory school with a focus on all students' right to an equal education. To achieve the purpose, it was investigated what the teachers focused on in the discussions at the start of the work and how the focus changed during the work as well as what opportunities and obstacles became visible during the process. To investigate this, action research was used as an approach and a project work was created on accessible learning environments. The study is qualitative and the empirical data is based on focus group discussions, logbooks and interviews. To analyze the results from the empirical data, the theory of practice architecture was used, which also made it possible to make the saying visible in the conversations based on the research questions. The theory of practice architecture is a generally accepted method for analysing results from action research. The results of the study showed that the teachers initially focused on the obstacles they thought they saw in practice. In the conversations, they discussed that the conditions for the work are based on the students' varying needs, the classroom environment and time. The goal of participation was also given a lot of space in the discussions. A bit into the project, the teachers began to focus more on the positive effects of working with the learning environment and the changed view they had gained about the work. The conditions for the work continued to take up space in the discussions, but then also included finances and cooperation. Opportunities and obstacles were made visible. What made the work possible was to set aside time for the work, cooperation and supervision as well as an increased understanding of the importance of the learning environment. What hindered the work was lack of time, finances and, to some extent, the solidarity that existed in the team.

The Johannesburg World Summit on Sustainable Development in 2002 reaffirmed the school as the centre of change and as critical for promoting sustainable education. The purpose of this research was to assess, firstly, how the Eco-Schools Programme can achieve whole school development by implementing sustainability education, and secondly, the feasibility of its incorporation into the formal school system. It examined what impact the South African Eco-Schools Programme, since 2003, has had on the implementation of sustainable education through whole school development. The qualitative evaluation research design was used and data was collected through interviews, questionnaires and narratives that included all role players. It noted the strengths of the programmes already in place and identified the challenges that still need to be addressed. The outcome of the study proves that the Eco-Schools Programme does achieve whole school development by implementing sustainability education and should be incorporated into the formal education system. / Further Teacher Education / M.A. (Education)

The study sought to establish the quality of Early Childhood Development (ECD) programmes. It was therefore important that the researcher investigates whether the ECD programmes were meeting the expectations of the quality indicators and consequently the holistic needs of ECD children. The qualitative design methodology was used in this study. Self-constructed observation checklists and in-depth interview guides were used. The participants in the study were 10 school heads, 10 ECD teachers and 10 ECD parents, one from each of the ten schools under study from Harare low and high density suburbs. The data were content analysed. The findings of the study revealed that school heads incompetently managed the ECD curriculum. It was also revealed in the study that ECD policies existed in schools but some were not adhered to which impacted negatively on the quality of ECD programmes. Findings of the study also revealed that the components of a quality ECD programme which included; nutrition, health and safety, parental involvement, stakeholder involvement, guidance and counselling in ECD were compromised. The study showed that ECD personnel qualifications were varied. The study also revealed that teaching methods in ECD were all child-centred though some ECD parents and school heads criticised the play-way and child-centred method of teaching. Findings revealed that material, financial and human resources were scarce. It was concluded that the quality of ECD programmes in Harare primary schools was compromised. It was recommended that training of all stakeholders on ECD management and organisation would bring about a better understanding of ECD programmes, mounting staff development workshops on practical skills training in guidance and counselling of ECD children for ECD teachers, school heads and counsellors and, inviting parents as resource persons when teaching certain concepts would improve the quality of ECD programmes. Recommendations for further study were made / Educational Studies / D.Ed. (Psychology of Education)

The study was carried out to investigate the role of the secondary school head in Botswana in respect to four themes, namely: staff development; classroom supervision; school culture building; and conflict management. Basically, school development planning was defined as a strategy that can be employed to improve the teaching and learning processes. This could be achieved by on-going staff development programmes that equip staff with new knowledge and new classroom teaching techniques. Details of strategies that could be used to achieve this were examined and discussed in this thesis. Two chapters of the literature review were made in this thesis. Chapter II (Part I) made a direct link between the literature review and the research questions on the main topic of this thesis. Chapter III (Part II) on the other hand provided, a comparative analysis of school development planning between Botswana (as the focal point) and the United Kingdom and Australia (as examples). The analysis was concerned with three issues of: human capacity; budget allocation and its control; and accountability. The inclusion of this second chapter on the literature analysis was to add weight and to raise the analytical standard of the thesis. Closed responses and open-ended questionnaires were used to gather data. A total of 60 respondents comprising heads and teachers from 10 junior and five senior secondary schools participated in the investigation. Summaries of the findings from both the empirical and theoretical components for each of the themes are that: • There cannot be development without developing the developer. • Classroom supervision is essential because it provides the basis for staff development and subsequently improved teaching. • School development planning must be a staff co-operative effort leading to the formation of a sustainable school culture of working teams. • Conflict is always there in organizations, what is important , however, is for the administrator to manage it such that it benefits the organization. Basically, the empirical and theoretical components, supported each other on the majority of issues. The United Kingdom and Australia, being developed countries, do not experience the problems of funding, staffing, and other supportive resources to effectively implement school development planning to the extent of Botswana. / Educational Leadership and Management / D. Ed. (Educational Management)

It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediation / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

I läroplanen framgår att rektor har ett särskilt ansvar för att lärare ska få den kompetensutveckling som krävs för att de ska kunna utföra sitt uppdrag på ett professionellt sätt. Detta får givetvis konsekvenser för rektors arbete. Syftet med studien är att studera rektors föreställningar och strategier gällande lärares kompetensutveckling. Frågeställningarna berör de föreställningar som framträder när rektorer beskriver lärares kompetensutveckling och vilka strategier har rektor för att verkställa lärares kompetensutveckling? Diskursanalys har använts som teoretisk och metodologisk utgångspunkt. Sex intervjuer av rektorer i grundskolan har genomförts vilket också varit en totalundersökning för en kommunal huvudman. Resultatet visar att rektors föreställningar centreras kring att utveckla undervisningen i klassrummet, skolans kultur och kollegialt lärande.  För att få till en skolkultur som tar sig an kollegialt lärande behöver rektor använda sig av strategier exempelvis genom att lobba för att motivera lärarna till aktuell kompetensutveckling, men också genom att modellera och leva som man lär. Studien visar en tendens till att rektorer placerar lärares kompetensutveckling inom skolutvecklingsdiskursen. Detta får följder som att rektor behöver få till en skolkultur som möjliggör kollegialt lärande för skolutveckling. / The curriculum in Sweden states that the principal has a special responsibility for ensuring that teachers receive the competence development required for them to be able to carry out their assignment in a professional manner. This of course has consequences for the principal’s work. The purpose of the study is to study the principal's conceptions and strategies regarding teacher competence development. The questions are which perceptions emerge when principals describe teachers' competence development and which strategies does the principal have to implement teacher competence development? Discourse analysis has been used as a theoretical and methodological framework. Six interviews of principals in compulsory school have been conducted, which has also been a total survey for a municipality. The result shows that the principal's conceptions are centred on developing the teaching in the classroom, the school's culture and professional learning. In order to get a school culture that takes on collegial collaboration, the principal needs to use strategies, for example by lobbying to motivate the teachers to upcoming competence development, but also by modelling and practice what is preached. The study suggests that principals recognize teacher competence development as part of a school development discourse. Consequently, a school culture allowing professional learning, needs to be established.

This diploma theses aims to examine the benefits of the method Wanda as a tool of the learning organization in primary school. The theoretical part focuses on the professional development of teachers, deals with the concept of learning organization and conditions of its application in primary schools and describes Wanda method and its use in teachers collective. The research part presents information about Wanda seminars for primary school teachers obtained from three sources - observation, questionnaire surveys and interviews with participants. It examines benefits and challenges of the method in specific cases and besides the positives and the pitfalls of the method it studies the conditions necessary for successful completion of Wanda seminars. Key words: primary school, learning organization, school development, professional development, communities of practice, learning communities, self-reflection, Wanda method, support, sharing

Syftet med denna komparativa, enkätbaserade studie var att synliggöra eventuella skillnader i uppfattningen om processen för bedömning av lärares prestationer hos skolledare i några skolor i Sverige och på några internationella skolor. I litteratur-genomgången gick jag igenom ett antal faktorer alt. delmoment som skulle kunna stödja en systematisk utvärderingsprocess och jag placerade in lärarutvärdering som ett led i skolutvecklingsarbete, ett led i den enskilde lärarens professionsutveckling och ett verktyg som stöd för att individuell lönesättning (på de skolor där lön/anställnings-kontrakt kopplas till prestation). Sex olika förutsättningar för utvärdering av lärare presenterades, vilka kopplades till ett systematiskt arbete med lärarutvärdering på skolor. Utifrån dessa ställde jag upp två utgångspunkter, vilka jag avsåg att utvärdera genom denna enkätundersökning: att skolenheter som har en tydlig vision/mission/värdegrund har en mer strukturerad process för bedömning av lärares individuella prestationer och att skolledarna på de internationella skolorna som deltar i undersökningen genomför en mer systematisk utvärdering av lärarnas arbete. Enkäten skickades ut till 94 skolledare genom ett bekvämlighetsurval, med en svarsfrekvens på 38 (40 %). Resultaten visar att den första utgångspunkten inte kunde styrkas genom resultaten men däremot visar det sig att de deltagande skolledarna på de internationella skolorna arbetar något mer systematiskt med lärarutvärdering. Några av de områden där de skiljer sig från de svenska skolledarna i sina svar och som är potentiella utvecklingsområden i det pedagogiska skolledarskapet är utbildning i ämnet, processinriktad utvärdering och tid ägnad åt detta, frekvensen i användandet av observationer/lektionsbesök i utvärderingsprocessen, en tydlig struktur för utvärderingsarbetet och systematik för dokumentation om lärarnas arbete. Utifrån resultaten ser jag en risk att skolledare saknar ett systematiskt och strategiskt förhållningssätt och kunskap om lärarutvärderingar både vad gäller varför, vad, hur och när de ska göras. Kanske gör de bedömningar av lärares individuella prestationer mest på en höft, går på känslan, saknar underlag, utgår från personliga relationer och fattar ad hoc beslut. Vad detta innebär för skolutvecklingsprocessen måste utredas vidare. / The purpose of this comparative, online survey was to bring forth any differences in the perception of the process around teacher performance evaluation among school leaders of a few public schools in Sweden and of a few international schools. In the literature review a number of factors and modules were presented that could support a good systematic evaluation process and I positioned teacher assessment within the frame of school development, within the frame of individual teacher professional development and as a tool to support individual salary systems (at schools were salary and/or contracts are connected to performance). Six main presumptions were put forward concerning teacher assessment, which were connected to a systematic approach to teacher evaluations.  Based on these, two main assumptions were made and aimed to be evaluated through the survey; that schools with a clear vision/mission/value statement have a more structured process for individual teacher assessment and that the participating international school leaders have a more systematic evaluation process for teacher assessment. The survey was sent out to 94 school leaders chosen through a convenience sample, with a response rate of 38 (40 %). The results from this study do not support the first assumption but do show that the school leaders at the represented international schools have a somewhat more systematic work process for teacher assessment. Some of the areas were differences are present and that can be considered potential development areas within the pedagogic leadership are: education about teacher assessment, a process orientated assessment system and time spent on this process, the frequency in usage of lesson observations during the assessment process, a clear structure for the assessment process and the use of a systematic method to document collected data. Based on the results I see a risk that school leaders lack a systematic and strategic approach and knowledge about teacher assessment both considering the why, the what, the how and the when it should be conducted. Maybe they judge teachers’ individual achievements based on coincidence, feeling, limited information, and personal relationship and/or make ad hoc decisions. How this effects school development needs to be researched further.