Inger Marie Dalehefte
Biographic Data
| ID | 9520378 |
|---|---|
| NAME | Inger Marie Dalehefte |
| GIVEN NAMES | Inger Marie |
| FAMILY NAME | Dalehefte |
| SIGNATURE | DALEHEFTE I M |
| AFFILIATIONS | University of Agder Kristiansand Norway |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Triggering the Duty to Act
Chapter 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 diff…
Teacher identity in work with students' psychosocial environment
This article is a contribution to understanding teacher identity related to working with students' psychosocial environment (PSE). A systematic review of quantitative studies ( n = 10) analyzing the relations between components of teacher identity and teachers' work with the PSE is presented. Findings indicate significant relations between the identity components task‐related self‐efficacy and job satisfaction along with likelihood or frequency o…
No prominent works on this page.
Teacher identity in work with students' psychosocial environment
This article is a contribution to understanding teacher identity related to working with students' psychosocial environment (PSE). A systematic review of quantitative studies ( n = 10) analyzing the relations between components of teacher identity and teachers' work with the PSE is presented. Findings indicate significant relations between the identity components task‐related self‐efficacy and job satisfaction along with likelihood or frequency o…
Triggering the Duty to Act
Chapter 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 diff…
Counseling Practices and Supervision (1 work) · Duty (1 work) · Education Discipline and Inequality (1 work) · Law (1 work) · Legal Issues in Education (1 work) · Norwegian (1 work) · Pedagogy (1 work) · Philosophy (1 work) · Political science (1 work) · Psychology (1 work)