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Teachers’ experienced autonomy: A qualitative study of teachers’ autonomy in municipal and independent upper secondary schools
University West, School of Business, Economics and IT.
University West, School of Business, Economics and IT.
2022 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This thesis aims to examine how teachers in municipal and independent upper secondary schools experience their horizontal and vertical autonomy to see if there are any similarities or differences between them. Describing their autonomy is done by applying a perception of teachers as street-level bureaucrats to gain a deeper understanding of the concept. In connection to the autonomy discussions, the theoretical understanding is provided in terms of horizontal and vertical influence that might affect autonomy. Those factors are reduced to three specific areas labelled as grading, teaching content and layout of teaching to examine our main research question: How do teachers in municipal and independent schools experience their vertical and horizontal autonomy? In order to answer our main research question, the following questions are specified, (1) how do teachers experience vertical and horizontal autonomy in the fields of grading, teaching content and layout of teaching? (2) what similarities or differences, if any, in respect to vertical and horizontal autonomy exist between teachers in municipal and independent schools? An interpretivist view forms the basis for this study and a qualitative approach is used to conduct a small-n comparison in order to answer those questions through semi-structured interviews. The result show that there is a relatively consistent view of vertical influence, where both the municipal and independent schools receive a high level of vertical autonomy. What is significant, however, is that due to loosely composed governing documents, there is rather a desire to reduce the vertical autonomy. In the horizontal respect, teachers in independent schools are more vulnerable, where guardians and students try to break into the vertical control and thus break the chain of command. 

Place, publisher, year, edition, pages
2022. , p. 84
Keywords [en]
Autonomy, independent school, municipal school, horizontal autonomy, vertical autonomy, street-level bureaucra
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies)
Identifiers
URN: urn:nbn:se:hv:diva-18885Local ID: EIS501OAI: oai:DiVA.org:hv-18885DiVA, id: diva2:1681384
Subject / course
Political science
Educational program
International Programme in Politics and Economics
Supervisors
Examiners
Available from: 2022-08-25 Created: 2022-07-06 Last updated: 2022-08-25Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NO
  • nn-NB
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  • Other locale
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Output format
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