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Coordinating work in Swedish schools

Artikel i vetenskaplig tidskrift
Författare Christian Jacobsson
Anders Pousette
Publicerad i Journal of Educational Administration
Volym 39
Nummer/häfte 2
Sidor 147-162
Publiceringsår 2001
Publicerad vid Psykologiska institutionen
Sidor 147-162
Språk en
Ämnesord PROFESSIONALISM, ROLES, SCHOOLS, STRATEGY, STRESS, TEACHERS, TEAMWORK,
Ämneskategorier Övrig annan samhällsvetenskap

Sammanfattning

Abstract: Reports on research looking at how employees in schools choose to coordinate their work and the consequences of this choice; explores the relative importance of different ways of coordinating work, and the link between the method of working and burnout symptoms among teachers in a Swedish municipally administered school district comprising of 30 schools, and 1,129 teachers (provides table giving sample data). Describes the system of schooling in Sweden and the transition from solitary work to cooperation between teachers; identifies the different coordinating strategies; outlines the use of a questionnaire consisting of 82 questions regarding work experiences and health issues; identifies the use of four measures (co-ordinating strategies, coordinating problems, emotional exhaustion, influence on pupils). Discusses the results demonstrating that schools coordinate mainly by empowering professional autonomy; argues that coordination problems are primarily a failure of the collective and not the individual; identifies a relationship between the co-ordinating strategy and burnout.

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