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Grundskollärares erfarenheter av systematiskt kvalitetsarbete : En kvalitativ intervjustudie av det systematiska kvalitetsarbetet och dess påverkan på grundskollärares arbetssituation i svenska skolväsendet / Primary School Teachers’ Experiences Regarding Systematic Quality Management : A qualitative interview study of systematic quality management and its effect on primary school teachers´ work situation within the Swedish school system

The Swedish education system underwent extensive reforms in the late 1080s and early 1990s, alongside changes in the public sector. These reforms involved a transition from a centralized to a decentralized system, where decision-making was delegated to municipalities and their respective operations. The Swedish National Agency for Education (Skolverket) was tasked with reviewing the quality reports of municipalities and reporting their assessments to the state. The evaluations displayed multiple flaws in the municipalities operations, and as a result of this, the Systematic Quality System (SKA) was implemented as a regulation in the Education Act of 2010.  Despite some researchers and teachers expressing their opinions on this subject, there are still konwledge gaps regarding primary school teachers´ experiential perceptions of the Systematic Quality Sysstem and its impact on their work situation. Using the central concepts of institutional norms, decoupling, and path dependence from neoinstitutionalism as analytical instruments, will contribute to understanding how SKA with its rules and guidelines affects primary school teachers´ perceptions on the SKA.  Furthermore, the study examines how primary school teachers, acting as street- level bureaucrats, are influenced by the SKA in their professional autonomy. Employing a qualitative method, six primary school teachers from two different cities and schools were interviewed. By gathering primary school teachers´ experiential perceptions and analyzing them using analytical instruments, it demonstrates that there is no consensus regarding systematic quality system. The reasons for this phenomenon stem from differences in implementation strategies, local adaption, and contextual factors across different school operations.

Identiferoai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-67831
Date January 2024
CreatorsTaipova, Arzu
PublisherMalmö universitet, Institutionen för globala politiska studier (GPS)
Source SetsDiVA Archive at Upsalla University
LanguageSwedish
Detected LanguageEnglish
TypeStudent thesis, info:eu-repo/semantics/bachelorThesis, text
Formatapplication/pdf
Rightsinfo:eu-repo/semantics/openAccess

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