Inre drivkrafter för skolutveckling : En formativ intervention med hälsofrämjande inslag

Sammanfattning: The study examines how a small-scale formative intervention and concepts from both activity theory and salutogenic perspective can be used to support teachers' transformative agency and school development work. The research questions have focused on capacity for change, sense of coherence (SOC) and the significance of local conditions for change initiatives.  The theoretical and methodological framework in the study stems from third generation activity theory and salutogenic perspective. The study has a qualitative approach and was conducted through a formative intervention with six teachers, in collaboration with a municipal secondary school. Data have been collected through participant observation, reflection logs and semi-structured interviews, and processed through thematic analysis based on the theoretical standpoints. In addition, the studied school and the intervention group have been analysed as two interacting activity systems. The results show that the prevailing conditions of the individual school greatly affect development initiatives and change processes, as well as the teachers' transformative agency. Furthermore, it appears that emotional aspects and intra- and interpersonal factors have a significant impact on the actions of both teachers and school management. The results also suggest that the SOC concept can be incorporated in formative interventions, both as a facilitating instrument and as a secondary stimulus.