ERIC Number: EJ1461393
Record Type: Journal
Publication Date: 2025-Mar
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-8211
EISSN: EISSN-1465-3435
Available Date: 2025-02-14
Triggering the Duty to Act: Teachers' Approach to the Norwegian Law on Students' Psychosocial Environment
Annette-Pascale Denfeld1; Esther Tamara Canrinus1; Inger Marie Dalehefte1
European Journal of Education, v60 n1 e70046 2025
ChapterĀ 9A of the Norwegian Education Act obligates teachers to act upon any suspicion of deficits in the school environment. This cross-sectional study explores teachers' (n = 140) perceptions and motivations in terms of initiating cases according to 9A, considering both accountability and responsibility. Teachers' job satisfaction and self-efficacy are associated with their approach to 9A. The strongest predictor of case initiation is how difficult teachers perceive taking action to be. Other significant predictors are their content knowledge and the law's perceived effect. These findings have significance for policymakers, teacher education, and professional communities in schools.
Descriptors: Foreign Countries, Educational Legislation, Educational Environment, Teacher Attitudes, Accountability, Teacher Responsibility, Self Efficacy, Problems, Barriers, Difficulty Level, Disclosure, Information Policy
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A
Author Affiliations: 1University of Agder, Kristiansand, Norway