Teachers’ responses to educational policy: Development of lower secondary level (TREP)
In recent years, Norwegian national education authorities have initiative several school improvement reforms. One of these is “Ungdomstrinn i utvikling” (Development of lower secondary school) which includes support to schools to encourage writing, numeracy, reading or classroom management.
How are teachers experiencing the reform? (photo: colourbox).
About the project
A characteristic of these school improvement reforms is that competences are to be developed on a collective basis among school staff. However, a number of challenges related to the design and implementation of “Ungdomstrinn i utvikling” have been identified. The school administration is responsible for communicating the intentions of the reform and for its implementation. At the same time, a characteristic of the teaching profession is the teacher’s high level of decision autonomy.
In this context, it is interesting to study
- the relations between school management, the experienced autonomy of teachers as well as the perceived benefits of discussion with colleagues and teachers’ overall perception of the reform.
- antecedents of teachers’ perceived utility of participation in “Ungdomstrinn i utvikling” (which goal is promotion of writing as a basic skill)
- how subject matter contexts are relevant for teachers perceptions of subject-neutral policy
The project is executed by Department of teacher education and school research based on an agreement with the The Norwegian Directorate for Education and Training. Theoretical framework is based on Human Resources Management (HRM) and “Content as context”. The data were collected in 2017, and the project is finished in 2018. 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 strength of empirical associations.
The project is financed by the Department of Teacher Education and School Research in cooperation with The Norwegian Directorate for Education and Training (Utdanningsdirektoratet).