Triggering the Duty to Act
Teachers' Approach to the Norwegian Law on Students' Psychosocial Environment
Bibliographic Data
| ID | 21445875 |
|---|---|
| Authors | Annette‐Pascale Denfeld (0000-0001-9819-1084, University of Agder Kristiansand Norway, corresponding author), Esther T Canrinus (0000-0002-9827-6886, University of Agder), Inger Marie Dalehefte (University of Agder Kristiansand Norway) |
| Year | 2025 |
| Volume | 60 |
| Issue | 1 |
| Publication date | 2025-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70046 |
| OpenAlex | W4407574197 |
| Language | EN |
| References cited | 46 |
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 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
Duty · Norwegian · Pedagogy · Political science · Psychosocial · Sociology · Counseling Practices and Supervision · Education Discipline and Inequality · Law · Legal Issues in Education · Philosophy · Psychology
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| Highly cited | No |
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