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Leo, Ulf
Publications (5 of 5) Show all publications
Leo, U., Rasmusson, B. & Wickenberg, P. (2019). Barns rättigheter i skolmiljö: från internationella initiativ till lokal praktik i skolmiljö. In: Lina Ponnert, Anna Sonander (Ed.), Perspektiv på barnkonventionen: forskning, teori och praktik (pp. 327-359). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Barns rättigheter i skolmiljö: från internationella initiativ till lokal praktik i skolmiljö
2019 (Swedish)In: Perspektiv på barnkonventionen: forskning, teori och praktik / [ed] Lina Ponnert, Anna Sonander, Lund: Studentlitteratur AB, 2019, p. 327-359Chapter in book (Other academic)
Abstract [sv]

FN:s konvention om barnets rättigheter är en internationell överenskommelse, beslutad 1989, som fått stort inflytande på barnpolitik och lagstiftning i många av världens länder. Vi presenterar här några erfarenheter från ett mångårigt utbildningsprogram om barns rättigheter inom utbildningssektorn, finansierat av Sida och genomfört av Lunds universitet. Författarna har medverkat i programmet som lärare och har genom åren besökt ett 20-tal länder och fått nära inblick i förändringsarbeten på skilda administrativa nivåer i dessa länders skolsystem. Kunskaper om hur implementering kan gå till i andra länder och världsdelar ger perspektiv på utvecklingen i Sverige.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019
Keywords
Barnkonventionen, utbildning, skola, barns rättigheter, internationella exempel
National Category
Law and Society
Identifiers
urn:nbn:se:umu:diva-165537 (URN)9789144125015 (ISBN)
Available from: 2019-11-26 Created: 2019-11-26 Last updated: 2019-12-17Bibliographically approved
Arvidsson, I., Leo, U., Larsson, A., Håkansson, C., Persson, R. & Björk, J. (2019). Burnout among school teachers: quantitative and qualitative results from a follow-up study in southern Sweden. BMC Public Health, 19, Article ID 655.
Open this publication in new window or tab >>Burnout among school teachers: quantitative and qualitative results from a follow-up study in southern Sweden
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2019 (English)In: BMC Public Health, ISSN 1471-2458, E-ISSN 1471-2458, Vol. 19, article id 655Article in journal (Refereed) Published
Abstract [en]

Background: Teachers are at high risk of stress-related disorders. This longitudinal study aimed to (a) identify which occupational, sociodemographic and life-style factors and self-efficacy at baseline that were of importance for burnout, (b) explore associations between changes in the studied factors versus changes in burnout, and (c) by interviews increase the understanding of perceived job demands among teachers.

Methods: A cohort of 310 Swedish teachers in school-years 4–9 responded to a questionnaire of occupational, sociodemographic and life-style factors, self-efficacy and burnout, at baseline and at follow-up (mean 30 months later). A combined measure with four levels of burnout was crafted, based on exhaustion, cynicism and professional efficacy (Maslach Burnout Inventory-General Survey). Quantitative data were analysed with multiple ordinal regression, and qualitative data were analysed with content analysis of interview responses from a subgroup of the teachers (n = 81).

Results: The occurrence of high burnout (level 2 and 3 combined) were similar at baseline and follow-up (14% vs. 15%). However, many teachers fluctuated between the levels of burnout (28% increased and 24% decreased). Burnout at baseline was of importance for change of work or being off duty at follow up. In the multi-exposure model, low self-efficacy [OR 0.42; CI 0.26–0.68] and high job demands [OR 1.97; CI 1.02–3.8] were the strongest explanatory variables. Low self-efficacy remained as the strongest explanatory factor after adjustment for burnout at baseline. Increased job demands during follow-up was associated with an increased level of burnout [OR 3.41; CI 1.73–6.69], whereas increased decision latitude was associated with a decreased level of burnout [OR 0.51; CI 0.30–0.87]. Two major categories of demands emerged in the qualitative analysis; i.e. too high workload and a sense of inadequacy.

Conclusions: A substantial proportion of teachers showed signs of burnout at both occasions. Low self-efficacy and high job demands was of importance for burnout, and changes in burnout was further associated with changes in decision latitude. The results points to the need of actions on individual, organizational and a societal levels.

Place, publisher, year, edition, pages
BioMed Central, 2019
Keywords
Exhaustion, Leisure, Psychosocial working conditions, Stress, Work
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:umu:diva-160293 (URN)10.1186/s12889-019-6972-1 (DOI)000469471500003 ()31142318 (PubMedID)2-s2.0-85066948757 (Scopus ID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare
Available from: 2019-06-17 Created: 2019-06-17 Last updated: 2019-11-26Bibliographically approved
Leo, U., Rasmusson, B. & Wickenberg, P. (2019). Children´s Rights in Schools: from International Initiatives to Local Implementation. In: Wickenberg, Per; Rasmusson, Bodil; Leo, Ulf (Ed.), International Studies on Enactment of Children´s Rights in Education: 30 researchers from non-western countries (pp. 135-160). Sociology of Law, Lund University
Open this publication in new window or tab >>Children´s Rights in Schools: from International Initiatives to Local Implementation
2019 (English)In: International Studies on Enactment of Children´s Rights in Education: 30 researchers from non-western countries / [ed] Wickenberg, Per; Rasmusson, Bodil; Leo, Ulf, Sociology of Law, Lund University , 2019, p. 135-160Chapter in book (Other academic)
Abstract [en]

The UN Convention on the Rights of the Child is a human rights treaty adopted by the UN General Assembly in 1989, which has had a major impact on children’s rights, policies and legislation in many countries around the world. This paper describes longstanding experiences of running a Sida-funded training programme on children’s rights at Lund University. The authors have participated in the programme as teachers, and have, over the years, visited around 20 countries and gained deep insights into change processes at different administrative levels of these countries’ education systems. These experiences from similar projects in other countries and continents help put developments in Sweden into perspective.

The aim of the present chapter is firstly to gain an understanding of how the CRC can be used to bring about change in schools and in the classroom. The chapter’s secondary aim is to analyse and reflect on, from a norm perspective, how the Convention on the Rights of the Child (CRC) has contributed to bringing about change at different levels of the participating countries’ education systems.

The chapter consists of five sections. Each one begins by describing the programme’s background, goal and objective. This is followed by a description of the changes implemented in the participating countries since 2003, which are based in three key CRC perspectives: ’Participation’, ’Protection’ and ’Provision’. The third section introduces norm-theory and the importance of norms in change processes, both in an international as well as as a Swedish context. The fourth section deals with change processes from the local to the national level and can be initiated both from the bottom–up as well as top–down. The final discussion addresses how some school problems, seen from a Swedish perspective, could be discussed in terms of changing norms in areas where children and students are able to exert a degree of influence.

The terms “children”, “pupils” and “students” are used variably throughout the text. The Swedish Education Act adheres to the CRC and defines children as “every human being below the age of eighteen years” (the Swedish Education Act 2010:800, Chap.1 §10). Additionally, the student is also defined as “whomsoever participates in education under this act, with the exception of children attending preschool” (the Swedish Education Act 2010:800, Chap.1 §10).

Place, publisher, year, edition, pages
Sociology of Law, Lund University, 2019
Series
Sociology of Law Research Report, ISSN 1404-1030 ; 2019:3
Keywords
children´s rights, education, norms, participation, provision, protection, schools
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:umu:diva-165548 (URN)978-91-7267-419-6 (ISBN)978-91-7267-420-2 (ISBN)
Available from: 2019-11-26 Created: 2019-11-26 Last updated: 2019-12-04Bibliographically approved
Wickenberg, P., Rasmusson, B. & Leo, U. (Eds.). (2019). International studies on enactment of children´s rights in education: 30 researchers from non-western countries. Lund: Sociology of Law, Lund University
Open this publication in new window or tab >>International studies on enactment of children´s rights in education: 30 researchers from non-western countries
2019 (English)Collection (editor) (Other academic)
Abstract [en]

The UN Convention on the Rights of the Child is a human rights legal document decided and adopted by the UN General Assembly in November 1989. This international convention has had a major impact on children’s rights, policies and legislation in many countries around the world. Another prominent feature of the development, however, is the lack of research in many areas on implementation of children’s rights. This underline the importance of a book like this with contributions from countries seldom represented with research in their own context.

This book has been initiated by researchers at the Child Rights Institute, Lund University, a research network with the aim to act for and support the rights of the child in different contexts, national and international, in research, in education or in other relevant practices. The Institute gather researchers to stimulate and to support new and continued research with a point of departure in the CRC. It provides an open and suitable arena for researchers to publish new material on implementing CRC in society. Invitation of researchers from our global network to contribute to an anthology was therefore fully in line with this ambition.

Fifteen new international studies on the enactment of children’s rights in schools and education are presented in this book. The authors are researchers from Colombia, Zambia, Viet Nam, Egypt, India, Kenya, Indonesia and China. They are researchers and scholars active in many different academic environments as research universities (Indonesia, Zambia, China, Kenya, Egypt, and Sweden), teacher training universities (China and India), National University of Education (Viet Nam, Colombia), Institute of Social Work and Health (India), District Teacher Training Institution, DIET (India).

Place, publisher, year, edition, pages
Lund: Sociology of Law, Lund University, 2019. p. 310
Series
Research Report in Sociology of Law, ISSN 1404-1030 ; 2019:3
Keywords
Children, rights, convention, education, norms, enactment
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:umu:diva-165541 (URN)978-91-7267-419-6 (ISBN)978-91-7267-420-2 (ISBN)
Available from: 2019-11-26 Created: 2019-11-26 Last updated: 2019-12-04Bibliographically approved
Leo, U. (2016). Rättslig reglering och professionella normer som påverkar rektorers ledarskap. In: Kristian Andenæs og Jorunn Møller (Ed.), Retten i skolen: mellom pedagogikk, juss og politikk (pp. 245-259). Oslo: Universitetsforlaget
Open this publication in new window or tab >>Rättslig reglering och professionella normer som påverkar rektorers ledarskap
2016 (Swedish)In: Retten i skolen: mellom pedagogikk, juss og politikk / [ed] Kristian Andenæs og Jorunn Møller, Oslo: Universitetsforlaget, 2016, p. 245-259Chapter in book (Refereed)
Place, publisher, year, edition, pages
Oslo: Universitetsforlaget, 2016
National Category
Educational Sciences Political Science
Identifiers
urn:nbn:se:umu:diva-133334 (URN)978-82-15-02667-1 (ISBN)
Available from: 2017-04-05 Created: 2017-04-05 Last updated: 2018-12-14Bibliographically approved
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