Ungdomstrinn i utvikling: Hvilke faktorer påvirker læreres kollektive engasjement for å stimulere elevers skriftlige ferdigheter i skolefagene?
DOI:
https://doi.org/10.5617/adno.4689Keywords:
læreres profesjonelle utvikling, skoleledelse, opplevd autonomi, skolebasert kompetanseutvikling, utdanningsreform, kollektiv vurdering av nasjonal satsningAbstract
I de siste årene har nasjonale utdanningsmyndigheter initiert flere skole-utviklingsreformer. En av disse reformene er «Ungdomstrinn i utvikling»: en nasjonal satsing med tilbud om støtte til lokalt utviklingsarbeid i klasseledelse, regning, lesing eller skriving. Et særpreg ved denne typen skoleutviklings-reformer er at kompetanse skal utvikles på kollektiv basis blant skolens personale på tvers av skolefag. En rekke utfordringer knyttet til design og gjennomføring har imidlertid blitt påpekt. Det er ledelsen på en skole som har ansvaret for å kommunisere reformens intensjoner og lede reformens arbeids-prosesser på skolen. Samtidig er det et kjennetegn ved læreryrket i Norge at lærerne har høy beslutningsautonomi. Med en slik bakgrunn er det interessant å studere styrkene i empiriske relasjoner mellom tydelig skoleledelse, lærernes opplevde autonomi og oppfattet nytte av å diskutere med kollegaer. Alle lærerne ved 5 ungdomsskoler deltok i en tverrsnittsundersøkelse basert på spørreskjema. Skolene disse lærerne arbeidet ved, deltok i en satsing på å stimulere skriving som grunnleggende ferdighet. Strukturell likningsmodellering ble brukt for å beregne styrken i de empiriske relasjonene mellom begreper som inngår i en teoretisk begrunnet modell. Begrepene baserte seg på flere indikatorer. Tydelig kommunisert lederskap er klart positivt relatert til lærernes kollektive diskusjon om skriving, som igjen er sterkt positivt relatert til lærernes kollektive vurdering av satsingen. Tydelig lederskap er derimot bare svakt, men positivt relatert til lærernes opplevde beslutningsautonomi, som igjen er svakt positivt relatert til lærernes kollegadiskusjoner. Imidlertid er ikke opplevd autonomi relatert til lærernes kollektive vurdering av satsingen. Implikasjoner for ledelse og for-bedringsarbeid drøftes.
Nøkkelord: Ungdomstrinn i utvikling, kollektivt lærerengasjement, skoleledelse, opplevd autonomi, skolebasert kompetanseutvikling, utdanningsreform
Development at lower secondary level:
Which factors influence teachers’ collective engagement for stimulating students’ writing skills in school subjects?
Abstract
In recent years, Norwegian national education authorities have initiated several school improvement reforms. One of these is “Ungdomstrinn i utvikling” (Development at lower secondary level): a national reform which supports schools to encourage classroom management, numeracy, reading or writing. A characteristic of these school improvement reforms is that competencies are to be developed on a collective basis among school staff across school subjects. However, a number of challenges related to the design and implementation of “Ungdomstrinn i utvikling” have been identified. While the school administration is responsible for communicating the intentions of the reform and for its implementation, the teaching profession in Norway is characterized by teachers’ high level of decision autonomy. In this context, it is interesting to study the strengths of empirical relations between school leadership and the perceived autonomy of teachers as well as the perceived benefits of discussion with colleagues and the drive in teachers’ collective endeavor. All teachers at five secondary schools participated in a cross-sectional study based on a questionnaire. These schools all participated in an initiative to promote writing as a basic skill. Structural equation modeling was used to calculate the strengths of empirical associations between concepts from a theoretical model, based on several indicators. Clearly communicated leadership is strongly and positively related to the perceived benefit from discussions with colleagues about writing, which again is strongly and positively related to the drive of teachers’ collective endeavor. Clearly communicated leadership is only weakly, but positively, related to teachers’ sense of autonomy, which again is weakly, but positively, related to the drive of teachers’ collective endeavor. However, the teachers’ perception of autonomy is not related to the teachers’ overall perception of the school reform. Implications for leadership and improvement are discussed.
Keywords: teachers’ collective engagement, lower secondary level, school leadership, perceived autonomy, school-based development of competencies, educational reform
Downloads
Published
How to Cite
Issue
Section
License
Content published in Acta Didactica is - unless otherwise is stated - licensed through Creative Commons License BY-NC-ND 4.0. Content can be copied, distributed and disseminated in any medium or format under the following terms:
Attribution: You must give appropriate credit and provide a link to the license
Non-Commercial: You may not use the material for commercial purposes.
No derivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notice: No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Authors who publish in Acta Didactica accept the following conditions:
Author(s) retains copyright to the article and give Acta Didactica rights to first publication while the article is licensed under the Creative Commons CC BY-NC-ND 4.0. This license allows sharing the article for non-commercial purposes, as long as the author and first publishing place Acta Didactica are credited.
The author is free to publish and distribute the work/article after publication in Acta Didactica, as long as the journal is referred to as the first place of publication. Submissions that are under consideration for publication or accepted for publication in Acta Didactica cannot simultaneously be under consideration for publication in other journals, anthologies, monographs or the like. By submitting contributions, the author accepts that the contribution is published online in Acta Didactica.