Teachers in Focus - Experiences regarding demands of accountability from influencing actors

Abstract

Degree project in Business Administration for Master of Science in Business and Economics, 30.0 credits University of Gothenburg, School of Economics, Business and Law. Spring term 2014 Hanna Pettersson & Camilla Eklund Mikael Cäker Teachers in focus – Experiences regarding demands of accountability from influencing actors Lately there has been an ongoing debate about the Swedish school system due to falling student results and increased documentation. There are many actors that perform control on teachers, implying that teachers receive demands of accountability from many directions. In turn, this may have an affect on teachers’ willingness and ability to account. How do teachers experience the demands of accountability from different actors? The aim of the study is to provide an understanding of teachers’ experiences regarding demands of accountability directed to them from different actors. The study will thereby provide a holistic view of the teachers’ experiences. The study was conducted with a qualitative approach since it focuses on getting the teachers’ experiences. This consisted of semi-­‐constructed interviews performed with 20 fulltime-­‐employed teachers in different secondary schools in Gothenburg. The study came to the conclusion that the teachers’ experiences regarding their accountability differ depending on several factors: teaching subject, socio-­‐economic factors in the district, and length of experience of the teacher. In general, teachers perceive each control as reasoned, but sometimes they experience incoherent demands from the different actors, which could have impact on their willingness and ability to account.