Administrating Existence: Teachers and Principals Coping with the Swedish 'Teachers' Salary Boost' Reform

Autor/inn/en	Karlsson, Mikael R.; Erlandson, Peter
Titel	Administrating Existence: Teachers and Principals Coping with the Swedish 'Teachers' Salary Boost' Reform
Quelle	In: Ethnography and Education, 16 (2021) 2, S.129-144 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karlsson, Mikael R.) ORCID (Erlandson, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2020.1788404
Schlagwörter	Principals; Administrator Attitudes; Teacher Attitudes; Teacher Salaries; Secondary School Teachers; Coping; Foreign Countries; Ethnography; Educational Policy; Teacher Effectiveness; Participant Observation; Professional Identity; Policy Analysis; Excellence in Education; Educational Change; Salary Wage Differentials; Teacher Evaluation; Longitudinal Studies; Sweden + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Lehrerverhalten; Lehrerbesoldung; Lehrervergütung; Bewältigung; Ausland; Ethnografie; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teilnehmende Beobachtung; Politikfeldanalyse; Lernerfolg; Bildungsreform; Teacher appraisal; Lehrerbeurteilung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schweden
Abstract	This article is a part of an on going ethnography project that run over six years in an Upper Secondary School in the south of Sweden. In this particular article we shed light over the implementation, enactment and reactions from the staff of one of the latest of a series of reforms that has been launched into the Swedish educational system: The Teachers' Salary Boost reform (TSB). The reform rewarded especially excellent teachers -- with raise in their monthly wage with 200-300 €. 40-50% of the teachers at the school did not get any raise at all. We produced our data using ethnographical methods with focus on participant observation, formal and informal interviews. From our data we draw the conclusion that while the leadership at the school executed the reform as a question concerning administration, the teachers receive the reform as a question concerning existence. The embedded trivialisation of teachers' skilfulness remodelled the teachers professional positioning and made them questioning their professional lives and professional selves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01