Hvilken betydning har arbeidstidsordningen på det faglige-kollegiale samarbeidet i skolen? : En sammenligning av to skoler med ulik praksis av SFS2213

Abstract

This thesis’ main focus is cooperation in school and whether the local execution of the teachers’ work schedule influences the general cooperation. Through the topic question «Which effect has the teachers’ work schedule on the professional colleague cooperation in school?» I have by the help of empiric examination attempted to answer whether different practice of the work schedule, SFS 2213, has consequences. An overview regarding the development of the teachers’ work schedule in a historic perspective, as well as key research focusing on working time and development of profession communities in school, will be provided in order to illuminate a rapidly discussed theme carrying a variety of views and opinions. I have prioritized three theoretical approaches to examine the issue at hand: principal-agent theory, organization culture and management as well as symbolic-interpretative theory. My hypotheses, which are derived from these theoretical perspectives, will provide a variety of solutions on the problem being presented in my paper. I have mainly tested the research question through a quantitative exploration of two different upper secondary schools with alternative solutions regarding the teachers’ work schedule and compared these schools. In addition I have carried out interviews with the principals, which provide a picture of the work schedule at hand, the cooperative element on the actual school and how culture and management are connected.