Att balansera det digitala och det mänskliga : En kvalitativ studie om gymnasielärarespsykosociala arbetsmiljö och professionella identitet i relation till övergången till den digitala undervisningen under covid-19 pandemin

Sammanfattning: High school teachers have a crucial role in shaping the next generation by educating and guiding adolescents on their way into adulthood. During the COVID-19 pandemic, which entailed a sudden shift to digital teaching, the work of high school teachers was affected.  Aim: The aim of this study is to investigate how the psychosocial work environment and professional identity of high school teachers have been affected by the transition to digital teaching during the pandemic and moreover what valuable lessons they carry into future work. Theoretical concepts: The theoretical concepts that the study is based on are boundaryless work, professional identity, and the demand-control-support model from a work environment perspective. Method: This qualitative study is based on an inductive approach using semi-structured interviews. The empirical material has been compiled from ten different interviews with high school teachers that have been transcribed and processed with a thematic analysis. Results: The results show that the transition to digital teaching has had a direct impact on the psychosocial health and professional identity of high school teachers. The factors behind this are a lack of social contact between students and teachers, increased workload, and a decreased sense of control over work. Conclusion: The most notable conclusion that can be drawn from the study is that the need for social interaction between high school teachers and students is essential. The fact that school is a social place is evident, and there is no doubt that teaching in physical classrooms cannot be compared to distance teaching.