The Roles, Responsibilities and Obligations of Classroom Teachers

• Main Authors: Markúsdóttir, Erla Sif, Jónsdóttir, Lilja M.
• Format: Article in Journal/Newspaper
• Language: Icelandic
• Published: Menntavísindasvið Háskóla Íslands 2016
• Subjects: The role and the responsibility of classroom/homeroom teacher; wellbeing of students; creating classroom atmosphere; classroom management; home-school relationship; Umsjónarkennari; hlutverk umsjónarkennara; vellíðan nemenda; bekkjarandi; bekkjarstjórnun; foreldrasamskipti; Maður; Náð; Iceland
• Online Access: https://ojs.hi.is/index.php/netla/article/view/2387

This paper presents the findings from a study that examined the role, responsibilities and obligations of classroom/homeroom teachers (hereafter classroom teacher) in six elementary and lower secondary schools in Iceland. According to Icelandic legislation pertaining to compulsory school education (grades 1.–10.) and the Icelandic National Curriculum, every student must have a classroom teacher. The classroom teacher is the students’ spokesperson and assumes responsibility for their learning, development, wellbeing and general welfare, as well as initiating and maintaining effective home-school communications. The central goal of the study was to disclose how the classroom teachers view their own work, both from a personal standpoint and in terms of pedagogical and educational perspectives. Furthermore, the study sought to gain insight into how the classroom teachers ensure the wellbeing of their students and how they establish and maintain fruitful communication with parents or guardians. The study focused on, among other things, the classroom teachers’ ideas regarding their role, what they found strenuous about their position and what aspects of their work they enjoyed. The research questions were therefore as follows: What is the role, responsibilities and obligations of classroom teachers? How do classroom teachers engage with their work? The study was based on qualitative research methodologies, and the data were gathered by means of semi-structured and in-depth interviews with six classroom teachers, from six different schools representing diverse communities, such as the capital city, rural areas and villages. The participants were five women and one man, aged between 29-53 years, with up to 27 years of teaching experience. The findings of the study were categorized in light of different themes that emerged during the research process, namely: 1) the classroom teacher’s roles, obligations and responsibilities; 2) home and school relationships; 3) classroom atmosphere and classroom management; 4) ...