Abstract:
School is one of the most important institutions in Western society; hence, the role of teachers is also highly important. By investigating their discretion, i.e. constraining and enabling factors, a broader knowledge regarding the working conditions of teachers can be gained. Understanding these issues is important to continuously improve the working conditions of teachers. In this paper the point of departure is to study and understand teachers’ discretion through the teachers’ own perception of their working conditions.
During the last 10-15 years, upper secondary school in Sweden has gone through major structural changes concerning governance and organization. The teaching commission is often described as having become extended. It is reasonable to assume that these changes have affected the teachers’ working conditions, including the issue of discretion. The aim of this paper is to investigate the impact teachers’ role identity has when it comes to the level of discretion. The research questions posed are: Are there different ways of perceiving the level of discretion depending on role identity? How do these different views manifest themselves? How can they be enabling or constraining on the level of discretion?
This study is based on a number of interviews with experienced upper secondary school teachers. The interviews focus on the concept of discretion in various aspects of the teachers’ work. The theoretical framework is based on concepts such as discretion, control, demand, support as well as identity and role.
During the last 10-15 years, upper secondary school in Sweden has gone through major structural changes concerning governance and organization. The teaching commission is often described as having become extended. It is reasonable to assume that these changes have affected the teachers’ working conditions, including the issue of discretion. The aim of this paper is to investigate the impact teachers’ role identity has when it comes to the level of discretion. The research questions posed are: Are there different ways of perceiving the level of discretion depending on role identity? How do these different views manifest themselves? How can they be enabling or constraining on the level of discretion?
This study is based on a number of interviews with experienced upper secondary school teachers. The interviews focus on the concept of discretion in various aspects of the teachers’ work. The theoretical framework is based on concepts such as discretion, control, demand, support as well as identity and role.