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The purpose of this thesis was to investigate the perceived control of secondary school teachers teaching history. The study was of a qualitative nature where the data was collected through interviews. A total of five teachers were interviewed, where the teachers thoughts were gathered based on the purpose and questions of the study.

The research was focused on two areas, self-efficacy, and context dependency. The teachers described the education as positive as the academic studies helped them to give perspective on history and discussed that the high standards had a positive impact on their knowledge of the subject. The second part in self-efficacy, the teachers said that they considered the subject relevant. The teachers considered history to be an important part of the students development into democratic citizens. They also wanted to give students tools to navigate in an information society. The last part was about experience and preparation, which turned out to be a negative based on self-efficacy since the teachers felt a time constraint.

Based on context dependency, the teachers felt that the students demanded more from them because more extra adaptations are required now. To address the wide range of student interest and knowledge levels in the subject, teachers faced the challenge of adapting the material to each student's individual needs. The continuing education was also perceived as difficult because the municipality only provided continuing education around the student but not subject-specific, which was requested. The curriculum and joint assessment had both a positive and a negative effect towards history. The negative was that the teachers found it difficult to interpret the grading criteria and that the central content of the subject was increasing, without giving the teachers more time to educate. The collegial collaboration had a positive impact as they helped each other with planning, tests and had the opportunity to discuss this with each other.