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Från policy till praktik: En kvalitativ studie om lärarnas uppfattningar och erfarenheter om reformen Mer tid till lärande (2021)

Soto, Rebecca LU (2026) STVK04 20261
Department of Political Science
Abstract
This study examines how the reform from the Department of Education (SOU
2021:30) aimed at improving students’ achievement through additional study time
and expanded school programs is implemented in elementary schools. The focus is
on teachers’ perceptions and the importance of their room for maneuver and
organizational conditions. The study addresses two research questions; how
teachers perceive the implementation and what role their room for maneuver and
local conditions play.
A qualitative method is used based on interviews with teachers in municipal
elementary schools in Halmstad municipality, complimented by analysis of policy
documents. The theoretical framework consists of Hill (2007) policy process
perspective and Lipsky... (More)
This study examines how the reform from the Department of Education (SOU
2021:30) aimed at improving students’ achievement through additional study time
and expanded school programs is implemented in elementary schools. The focus is
on teachers’ perceptions and the importance of their room for maneuver and
organizational conditions. The study addresses two research questions; how
teachers perceive the implementation and what role their room for maneuver and
local conditions play.
A qualitative method is used based on interviews with teachers in municipal
elementary schools in Halmstad municipality, complimented by analysis of policy
documents. The theoretical framework consists of Hill (2007) policy process
perspective and Lipsky (2010) theory of street-level bureaucracy supported by
implementation research.
The findings show that teachers have limited knowledge of the reform as a
political decision despite working with its initiatives. Implementation is perceived as unclear, weakly anchored and marked by a gap between policy and practice. The results also indicate that initiatives do not always reach the students most in need. Furthermore, teachers’ room for maneuver and organizational conditions are central to the implementation process. While room for maneuver enables adaption, limited resources and time constrain implementation and contribute to variation. (Less)
Please use this url to cite or link to this publication:
author
Soto, Rebecca LU
supervisor
organization
course
STVK04 20261
year
type
M2 - Bachelor Degree
subject
keywords
Policy, praktik, implementering, handlingsutrymme, organisatoriska förutsättningar
language
Swedish
id
9226949
date added to LUP
2026-06-16 11:18:31
date last changed
2026-06-16 11:18:31
@misc{9226949,
  abstract     = {{This study examines how the reform from the Department of Education (SOU
2021:30) aimed at improving students’ achievement through additional study time
and expanded school programs is implemented in elementary schools. The focus is
on teachers’ perceptions and the importance of their room for maneuver and
organizational conditions. The study addresses two research questions; how
teachers perceive the implementation and what role their room for maneuver and
local conditions play.
A qualitative method is used based on interviews with teachers in municipal
elementary schools in Halmstad municipality, complimented by analysis of policy
documents. The theoretical framework consists of Hill (2007) policy process
perspective and Lipsky (2010) theory of street-level bureaucracy supported by
implementation research.
The findings show that teachers have limited knowledge of the reform as a
political decision despite working with its initiatives. Implementation is perceived as unclear, weakly anchored and marked by a gap between policy and practice. The results also indicate that initiatives do not always reach the students most in need. Furthermore, teachers’ room for maneuver and organizational conditions are central to the implementation process. While room for maneuver enables adaption, limited resources and time constrain implementation and contribute to variation.}},
  author       = {{Soto, Rebecca}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Från policy till praktik: En kvalitativ studie om lärarnas uppfattningar och erfarenheter om reformen Mer tid till lärande (2021)}},
  year         = {{2026}},
}