Teaching, leadership and school culture from loose to tight couplings

Abstract

The Danish upper secondary school system is undergoing remarkable changes these years. The teacher's role and fundamental structures of the organization changes, as comprehensive reforms put new structures into the single school. The reform build new frames of teaching into the everyday life of the teachers and questions arise: What happens when teachers are to implement such thorough reforms, when schools are left with a great many decisions to make and a new working culture to build?In a four-year research project, the authors of this paper and two colleagues investigate these questions in a sociological, didactical and organizational perspective, using quantitative as well as qualitative methods. Our aim is to contribute with theoretical and empirical considerations focusing on teachers' and managers' behaviour under conditions characterized by pressure from several internal and external stakeholders. In this paper we present empirical findings leading to theoretical perspectives considering teachers' position towards central aspects of the reform and the responses that can be found among managers.

The teacher's role and approaches in a knowledge society

“…The data, upon which this article is based, stem from a research group (Zeuner, Beck, Frederiksen, & Paulsen, 2006;Beck, 2007;Beck & Frederiksen, 2008) working on a four-year project on changing teacher roles in an era of reform. The group has carried out both qualitative and quantitative research, starting with a survey followed by qualitative approaches.…”

Caught in the crossfire: educational research in context

“…We will not discuss our results, but aspects in the interaction with teachers (for more details about the research, see Beck 2008;Beck and Frederiksen 2008;Zeuner et al 2006Zeuner et al , 2007Zeuner et al , 2008. The purpose is to reflect on the mechanisms which influence interaction problems, not to clarify whether the researchers or the criticizing teachers are right.…”

Development of management education in Kazakhstan at the present stage

“…Governments and higher education institutions of the world are making substantial efforts to cope with increasing pressures associated with international competitiveness 1 [1][2][3][4][5]. It leads to the development of new strategies that give to governments and universities to develop science, to introduce innovative technologies, to increase the potential and attractiveness of the national education systems [6][7][8][9][10][11]. In Kazakhstan, despite the difficulties encountered, in general effectively implemented the strategies of development of higher education as a priority to ensure the effective development and competitiveness of the country's economy.…”

“…Proof of this are the results of research conducted by the Kazakhstan scientists in the field of management in the sphere of education and training of middle and higher education in the Republic of Kazakhstan on improvement of management in the sphere of education, for example 9 [20][21][22][23][24][25]. The organizational basis of these studies and conducted on the basis of the reform is the State Program for Development of Education of the Republic of Kazakhstan for 2011-2020 10 . This policy document of the country in the number of weaknesses of modern Kazakh education system identified: the low status of the teaching profession; insufficient quality of teacher training; shortage of qualified teachers; weak development of management in education; insufficient devel- opment of the system of public-private partnership in education; weak development of informatization of education.…”