Opettajan kokemus sosiaalisesta roolistaan ja osallisuudestaan koulun strategiaprosessissa – tapaustutkimus laatupalkitusta koulusta
Keywords:
strategian toteutuminen, sosiaalinen rooli, osallisuus, johtaminen, opettajuus, strategy, agency, social roles, participation, teachersAbstract
A teacher’s social role and involvement in strategic practices
– a case study in a quality-certified school
The objective of this phenomenographic case study is to illuminate strategy processes in a quality-certified elementary school and to understand teachers as strategic agents. Teachers’ participation and involvement in strategic actions are described through their social roles in the process. Individuals’ roles in the strategy process are champion, citizen and cynic. Strategies cannot succeed if individuals are not satisfied with their roles or if the role distribution is not suitable. Champions in leading positions are key stakeholders in the strategy process. The research is built around a set of 26 teachers’ qualitative questionnaire interviews, three management interviews and 20 teacher interviews. Six champions were found, four of them in leading positions. 20 teachers were citizens and one was a cynic. 80 per cent were satisfied with their roles and their chances to influence and were committed to put the strategy into practice which indicates a suitable role distribution. The headmaster’s role in the strategy process was significant. Teachers felt involved and were acquainted with school’s visions and saw the strategy process feasible. There were some signals of citizens’ difficulties in connecting the daily work with the visions and some signs of limited reflection and teachers’ prioritising their own values. This research deapens the understanding on why participation is relevant in the strategy process.
