Mid Sweden University

Bristen på behöriga lärare har det senaste decenniet varit ett allvarligt samhälls-problem. Orsakerna till den uppkomna bristsituationen beskrivs på olika sätt beroende på avsändare. Detsamma gäller lösningsförslagen. Att balansera utbild-ningsvolym mot arbetsmarknadens efterfrågan av arbetskraft är i sig ett komplext problem omfattande olika parametrar. Den här artikeln har, med utgångspunkt i Arbetskraftsbarometern under de senaste 50 åren, granskat kontinuitet och varia-tioner vad avser tillgång och brist på lärare i F-6, samt troliga samband mellan olika skol-, policy och lärarutbildningsreformer. Genom ”wicked problem-teorin” har det empiriska resultatet kunnat analyseras och förstås fram för allt i relation till de underliggande processerna i problembilden. I relation till de många reformerna tycks fluktuationerna återkomma och accentueras med tydliga sam-band till just reformer. Utifrån resultaten ställer vi oss frågan huruvida utredare och beslutsfattare av de olika reformerna beaktat konsekvenserna av lärarrekry-teringen. Resultatet visar därtill att lärarbrist är ett sammansatt problem och att enskilda insatser inte löser problemet. Vi föreslår ett perspektivskifte i frågan från problem- till ett förståinriktade analyser med samordnade insatser av alla aktörer.

This study investigates how gender and school year influence students’ perceptions of the learning environment in Swedish compulsory schools. Using the adapted patterns of adaptive learning scales (PALS) questionnaire, this research examined 831 students from years 3, 6 and 8 (ages 9–14). Data were analysed using principal component analysis (PCA), t-tests, and multiple regression analysis. Findings indicate a significant decline in students’ overall perception of the school environment, goal orientation and confidence in their teachers’ management skills as they progress through school years, with the most pronounced changes occurring between years 3 and 6. This decline is most pronounced prior to adolescence, suggesting that factors beyond pubertal onset may contribute to this trend. Gender differences were also evident, with boys exhibiting more positive perceptions across all aspects considered despite typically lower academic performance reported in other studies.

The background of this study is the accelerating teacher shortage in Sweden.Various stakeholders have expressed their views on the issue, but not those workingwith pupils. Therefore, this study is focused on seven professional groups whoresponded via an online survey to statements about causes of and solutions tothe teacher shortage. The statements had previously emerged from nationaland regional dialogues with policy makers. The results showed that most of thestatements were relevant, but not the imbalance between men and women orviews on knowledge and teacher certification. Regarding solutions, respondentsagreed with most of the proposed solutions, but not more independent schoolsor shorter teacher training programs. Many significantly different perceptions alsoemerged between stakeholders regarding the causes of the teacher shortage.The perceptions of student health staff differed significantly from those of theother stakeholders. Compared to the other groups, they considered the teachershortage to be due to curriculum reforms, conditions for teachers, drop-outsfrom the teaching profession, the number of pupils, and the view of knowledge.Principals and qualified teachers also showed different perceptions of the mediadebate and workload as causes of the teacher shortage. Regarding solutions, theviews of authorized and unauthorized teachers differed. The study utilized wickedproblem (what the problem is represented to be) and coordination theories astheoretical frameworks. The results confirm the usefulness of wicked problemtheory. Regarding causes and possible solutions, the multiactor design of thisstudy shows variation in representations of the problem. This variation in views onwhich solutions are preferable/most important provides a basis for the need forfurther analysis and public discussion of the teacher shortage, as well as concernabout the possibilities for coordinated efforts.

·         This study addresses the growing teacher shortage in Sweden, a pressing issue with significant national and international implications. Despite widespread discourse among policymakers and stakeholders, the perspectives of those directly engaged with pupils have been largely overlooked. Public debate often lacks nuance, failing to differentiate between teacher categories or regional disparities. The shortage is broadly perceived as detrimental to societal development. The research is grounded in wicked problem theory, which conceptualizes complex societal challenges as being shaped by conflicting values and evolving demands. This framework highlights the multifaceted nature of the teacher shortage, involving diverse actor constellations. A multifactorial approach was adopted to explore how seven key stakeholder groups (qualified teachers, unqualified teachers, student health professionals, other school staff, principals, higher education faculty, and student teachers) perceive the causes of and potential solutions to the shortage. Empirical data were collected through a web-based survey comprising 16 statements on causes, 13 on solutions, and two on timeframes for resolution. These statements were derived from national and regional policy dialogues. The survey received 605 responses (81% women, 18% men). Data analysis employed frequency distributions and the Mann-Whitney U-test to compare responses across groups. Findings indicate broad agreement on the relevance of most statements, though gender disparities and differing views on teacher certification and knowledge emerged. While many proposed solutions were supported, respondents rejected the expansion of independent schools and the shortening of teacher education programs. Notably, student health professionals diverged significantly from other groups, attributing the shortage to curriculum reforms, working conditions, teacher attrition, student numbers, and epistemological perspectives. Principals and certified teachers also differed in their views on media influence and workload as contributing factors. Furthermore, certified and uncertified teachers expressed contrasting opinions on viable solutions. The study integrates wicked problem and coordination theories to interpret these findings. The results affirm the utility of wicked problem theory in capturing the complexity of the issue. The multifactorial design reveals substantial variation in how the problem and its solutions are represented, underscoring the need for continued analysis and inclusive public discourse. These divergent perspectives also raise concerns about the feasibility of coordinated policy responses.

International research has highlighted an extensive shortage of teachers in many countries, including Australia, the USA, Europe, and the Nordic countries. Sweden is among the European countries most severely affected by the teacher shortage. Only 38–75% of all teachers are certified to teach, with variations depending on the teacher category, educational level, and type of school. The situation of teacher shortages is not new in Sweden; it can at least be traced back 50 years in time in Sweden, and this trend is projected to persist for the next two decades. There has been over time a high number of public reforms to handle the problem, but with no successful results. Some researchers see the high number of reforms in the educational area in Sweden as one of the causes to the existing situation, not a solution to the problem. Various stakeholders and policymakers have expressed their views on the situation. In this paper, we examine their standpoints of view regarding causes and possible solutions and analyse them in relation to the possibilities of coordinated actions. This study is based on a meta-synthesis aimed at systematically analyzing and summarizing findings from recent studies. The purpose is to develop a deeper understanding by integrating and interpreting themes, patterns, and concepts from previous research. The data have been collected through focus group interviews/seminars with representatives of the Swedish government at the national level, representatives of trade unions in the educational area at the national level, regional governmental representatives in the school area, representatives of local school authorities, headmasters, and researchers in the field. Data has also been collected through a questionnaire to local school authorities. The theories applied in the paper are those of wicked problems and WPR – What the problem is represented to be. The tentative findings can be summarized as follows:•    Identification of common themes: systemic causes, effects of reforms, lack of long-term strategies, and differences across governance levels.•    Perspectives from various stakeholders, including national policymakers, trade unions, local school authorities, and researchers.•    Lack of coordination: insufficient collaboration between actors, which hinders the development of sustainable solutions.•    Problem representation (WPR analysis): The study illustrates how different stakeholders construct and define the problem in diverse ways.The study concludes with suggestions on how collaboration and joint efforts can be improved.

This article gives an insight into a research-based network with the intention to explore, explain and compare the state of the current situation of teacher shortage in Denmark, Germany and Sweden. The project is funded by a research grant for three years by the Swedish Research Council. The aim of the network is to share and transfer knowledge and insights, as well as to gain new international perspectives. A long-term goal is to expand the network. In this article, the current state of teacher shortage in the mentioned countries is described. Also, the research questions, the research process and methodological approach(es) of the first year as well as the first results are presented. All in all, teacher shortage is a multi-faceted and complex phenomenon. It is evident that more research has to be carried out to identify causes and measures on different levels and in different phases to highlight interdependencies.