Policy on school autonomy over curriculum development - A case study of four upper secondary schools in Iceland

• Main Author: Jóhannesdóttir, Kolfinna
• Other Authors: Anna Kristín Sigurðardóttir, Andrew Townsend, Jón Torfi Jónasson, Menntavísindasvið (HÍ), School of Education (UI), Háskóli Íslands, University of Iceland
• Format: Doctoral or Postdoctoral Thesis
• Language: English
• Published: University of Iceland, School of Education 2023
• Subjects: Autonomy; Curriculum development; Upper secondary schools; Case study; Policy enactment; Iceland; Sjálfstæði; Námskrárþróun; Framhaldsskólar; Tilviksrannsóknir; Framkvæmd stefnu; Ísland
• Online Access: https://hdl.handle.net/20.500.11815/4471

This thesis explores the policy on increased school autonomy over curriculum development in upper secondary schools in Iceland which was introduced in 2008. The main arguments for the establishment of the policy were the need for more diverse study due to societal changes and the growing numbers of students entering upper secondary schools after completing compulsory education. The aim of this study is to increase understanding of how this policy has been understood and enacted by school stakeholders and what they believe it has accomplished for students. A multiple case study of four schools was designed to explore the implications of the policy, both within the context of each school and also across the schools. Two main sources of data are used: interviews as the primary source and documents to provide contextual data on the schools and support evidence gathered from the interviews. The schools were visited in 2018 and interviews were conducted with school leaders, teachers, students and parents. The study demonstrates how the interplay between a range of contextual factors influenced the way each school perceived their scope and ability to utilise the policy to make changes, notably divided professional beliefs, financial challenges and barriers, and the impact of students’ choice. Findings reveal a disparity between what school leaders and teachers expected from the policy and what they experienced when enacting it in their local context. This was largely due to the impact of other policy initiatives, notably the shortening of the study time for matriculation, increased bureaucracy, and more complex administration. These created challenges for school leaders as managers of change, particularly in relation to the policy’s impact on teachers’ job security. In terms of the stated aim of the policy and what has been accomplished for students, evidence of greater diversity of study was identified, but this varied considerably between schools and across subjects, demonstrating the importance of understanding the ...