Browsing by Subject "implementering"

Finnish Schools on the Move is a program with the goal to establish a more physically active school environment for children in the Finnish comprehensive schools. The program was ini-tially piloted in 2010 and by 2018 the program had been expanded to reach 90 percent of all schools in Finland. The teachers play a key role in the process of implementing school re-forms, which is the motivation for this study. The aim of the study is to investigate how prima-ry school teachers experience the program, how it affects their work and their opinion on the effectiveness of the program. Furthermore, this study aims to uncover which details of the implementation that are advantageous and disadvantageous for the success of the program, from the teacher’s perspective. Based on the results of the program’s own assessment on the program the majority of Swedish–speaking primary school teachers in Helsinki experi-enced a lack of competence or the opportunity to develop the competence needed to com-plete the requirements of the program. This study uses educational reform theories as a framework. The methods of implementation, the roles of the concerned parties carrying out the implementation, teachers and principals, and collegiality have in prior research been shown to be key factors in carrying out educational reforms. This study has a qualitative approach and the data-gathering is being done by semi-structured interviews. The study had eight participants, with seven primary school teachers and one principal from five different primary schools in Helsinki. The material will be analyzed through thematic analysis and compared to earlier research. The results showed that the program has had a positive impact on the teachers work, but that the program caused additional work for some teachers. According to the results, the program was successful in schools where the principal’s leadership, collegial support and a perception of competence among the teachers was present. Unlike this, the program did not work as well in schools where is a lack of collegial support and supporting structures needed for the implementation of the program The perceived lack of competence was in other words not a crucial factor if the leadership was functional and the colleague’s attitude towards the program was positive.