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Papers by Kirsi Pyhältö

Research paper thumbnail of Relationships between change management, knowledge sharing, curriculum coherence and school impact in national curriculum reform: a longitudinal approach

International Journal of Leadership in Education, Aug 31, 2021

Research paper thumbnail of Luokan-, aineen- ja erityisopettajat yhtenäisen perusopetuksen rakentajina

Research paper thumbnail of Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies

Social Psychology of Education, May 30, 2017

Research paper thumbnail of Veisataanko yliopistoissa ohjausvirttä

Research paper thumbnail of Supertohtoreita – miten niitä tehdään?

Aikuiskasvatus, Dec 1, 2006

Research paper thumbnail of Profiles of teacher’s professional agency in the classroom across time

Scandinavian Journal of Educational Research, Apr 5, 2023

Research paper thumbnail of Teacher agency in the professional community and association with burnout: a longitudinal person-centred approach

Research papers in education, Feb 16, 2023

Research paper thumbnail of Kohti uutta perusopetuksen opetussuunnitelmaa – opetussuunnitelmatyö paikallisten toimijoiden kokemana

Hallinnon tutkimus, Sep 13, 2020

Key factors of district-level curriculum development in basic education Local educational stakeho... more Key factors of district-level curriculum development in basic education Local educational stakeholders have a central role in organizing district-level curriculum development in Finland. Earlier research has shown that the implementation strategy affects the effectiveness of the reform. In Finland, an interactive top-down-bottom-up strategy requires local implementers to organize and manage district-level curriculum work. The aim of this study is to gain a better understanding of the local curriculum process as experienced by the district-level stakeholders. Survey data (N = 550) were analyzed using mixed methods. The results showed that the top-down-bottomup implementation strategy, including change management and knowledge sharing, was related to the perceived success of the reform. In addition, perceptions about the implementation strategy were related to the various ways of organizing the local curriculum process. Teachers' professional development and engagement in the process, facilitation of participation, management of the process and coherence making were identified as the key factors in the curriculum process by the stakeholders.

Research paper thumbnail of Oppimista ja hyvinvointia peruskoulun arjessa

Research paper thumbnail of Pedagogisen hyvinvoinnin aarteita ja sudenkuoppia peruskoulupolulla

Research paper thumbnail of Changes of hands-on-strategies of shared sense-making in large-scale curriculum reform in school districts

Research paper thumbnail of Comprehensive school teachers' perceptions about the pupil's role in the school community

Research paper thumbnail of Mitä jos opettaja etääntyy työstään? : näkökulmia opettajan työhön kiinnittymiseen

Research paper thumbnail of Horisontaaliset ja vertikaaliset siirtymät päiväkodin ja koulun rajapinnalla

Research paper thumbnail of Differences in Teacher Burnout Between Schools: Exploring the Effect of Proactive Strategies on Burnout Trajectories

Frontiers in Education, Apr 4, 2022

Differences in teacher burnout between schools are likely to occur due to differences in the quan... more Differences in teacher burnout between schools are likely to occur due to differences in the quantity and quality of interaction within the schools. Multilevel latent growth curve analyses of burnout symptoms were performed on three-wave longitudinal data collected from 2,619 teachers in 75 schools in Finland. The results showed that differences in teacher burnout between schools were pronounced in cynicism, followed by emotional exhaustion. Organizational factors were not strong predictors of differences in teacher burnout. Proactive co-regulation strategies were related to lower levels of teachers' cynicism about the professional community, implying that they might be useful in preventing the teachers' cynicism at the school level.

Research paper thumbnail of Differences in state- and district-level stakeholders’ perceptions of curriculum coherence and school impact in national curriculum reform

Journal of Educational Administration, May 13, 2019

Research paper thumbnail of Validity and Reliability of the Socio-Contextual Teacher Burnout Inventory (STBI)

Research paper thumbnail of Do comprehensive school teachers perceive themselves as active professional agents in school reforms?

Journal of Educational Change, May 26, 2011

This article focuses on exploring comprehensive school teachers' professional agency in the conte... more This article focuses on exploring comprehensive school teachers' professional agency in the context of the most recent school reforms in Finland (i.e., developing undivided basic education). In this article, the emphasis is on analyzing the premises on which teachers view themselves and their work in terms of developing their own school, catalyzed by the national school reform. Teachers' perceptions and the relation between their perceptions of the development work and their educational backgrounds were empirically examined by means of essays entitled ''Remembering the Future.'' Results suggested that both teachers' perceptions of undivided basic education and their perceptions of themselves in the development process varied considerably. Further investigation showed that teachers' perceptions of the reform and of themselves within the reforms were interrelated. More specifically, perceiving oneself as an active subject in the development work seemed to promote a holistic and functional perception of the object of the development. On the basis of the results, it seems that as highly educated professionals, teachers were very capable of identifying and analyzing what should be changed in schools and/or the school districts. However, a challenge K. Pyhältö (&) Faculty of Behavioural Sciences, Centre for Research and Development of Higher Education (YTY), P.O. BOX 9, Room 415 (Siltavuorenpenger 5 A),

Research paper thumbnail of Reaching for a new culture of learning in schools – District-level work on the curriculum reform in Finland

Research paper thumbnail of Pedagoginen hyvinvointi peruskoulun opettajien työssä

Aikuiskasvatus, Dec 1, 2008

Research paper thumbnail of Relationships between change management, knowledge sharing, curriculum coherence and school impact in national curriculum reform: a longitudinal approach

International Journal of Leadership in Education, Aug 31, 2021

Research paper thumbnail of Luokan-, aineen- ja erityisopettajat yhtenäisen perusopetuksen rakentajina

Research paper thumbnail of Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies

Social Psychology of Education, May 30, 2017

Research paper thumbnail of Veisataanko yliopistoissa ohjausvirttä

Research paper thumbnail of Supertohtoreita – miten niitä tehdään?

Aikuiskasvatus, Dec 1, 2006

Research paper thumbnail of Profiles of teacher’s professional agency in the classroom across time

Scandinavian Journal of Educational Research, Apr 5, 2023

Research paper thumbnail of Teacher agency in the professional community and association with burnout: a longitudinal person-centred approach

Research papers in education, Feb 16, 2023

Research paper thumbnail of Kohti uutta perusopetuksen opetussuunnitelmaa – opetussuunnitelmatyö paikallisten toimijoiden kokemana

Hallinnon tutkimus, Sep 13, 2020

Key factors of district-level curriculum development in basic education Local educational stakeho... more Key factors of district-level curriculum development in basic education Local educational stakeholders have a central role in organizing district-level curriculum development in Finland. Earlier research has shown that the implementation strategy affects the effectiveness of the reform. In Finland, an interactive top-down-bottom-up strategy requires local implementers to organize and manage district-level curriculum work. The aim of this study is to gain a better understanding of the local curriculum process as experienced by the district-level stakeholders. Survey data (N = 550) were analyzed using mixed methods. The results showed that the top-down-bottomup implementation strategy, including change management and knowledge sharing, was related to the perceived success of the reform. In addition, perceptions about the implementation strategy were related to the various ways of organizing the local curriculum process. Teachers' professional development and engagement in the process, facilitation of participation, management of the process and coherence making were identified as the key factors in the curriculum process by the stakeholders.

Research paper thumbnail of Oppimista ja hyvinvointia peruskoulun arjessa

Research paper thumbnail of Pedagogisen hyvinvoinnin aarteita ja sudenkuoppia peruskoulupolulla

Research paper thumbnail of Changes of hands-on-strategies of shared sense-making in large-scale curriculum reform in school districts

Research paper thumbnail of Comprehensive school teachers' perceptions about the pupil's role in the school community

Research paper thumbnail of Mitä jos opettaja etääntyy työstään? : näkökulmia opettajan työhön kiinnittymiseen

Research paper thumbnail of Horisontaaliset ja vertikaaliset siirtymät päiväkodin ja koulun rajapinnalla

Research paper thumbnail of Differences in Teacher Burnout Between Schools: Exploring the Effect of Proactive Strategies on Burnout Trajectories

Frontiers in Education, Apr 4, 2022

Differences in teacher burnout between schools are likely to occur due to differences in the quan... more Differences in teacher burnout between schools are likely to occur due to differences in the quantity and quality of interaction within the schools. Multilevel latent growth curve analyses of burnout symptoms were performed on three-wave longitudinal data collected from 2,619 teachers in 75 schools in Finland. The results showed that differences in teacher burnout between schools were pronounced in cynicism, followed by emotional exhaustion. Organizational factors were not strong predictors of differences in teacher burnout. Proactive co-regulation strategies were related to lower levels of teachers' cynicism about the professional community, implying that they might be useful in preventing the teachers' cynicism at the school level.

Research paper thumbnail of Differences in state- and district-level stakeholders’ perceptions of curriculum coherence and school impact in national curriculum reform

Journal of Educational Administration, May 13, 2019

Research paper thumbnail of Validity and Reliability of the Socio-Contextual Teacher Burnout Inventory (STBI)

Research paper thumbnail of Do comprehensive school teachers perceive themselves as active professional agents in school reforms?

Journal of Educational Change, May 26, 2011

This article focuses on exploring comprehensive school teachers' professional agency in the conte... more This article focuses on exploring comprehensive school teachers' professional agency in the context of the most recent school reforms in Finland (i.e., developing undivided basic education). In this article, the emphasis is on analyzing the premises on which teachers view themselves and their work in terms of developing their own school, catalyzed by the national school reform. Teachers' perceptions and the relation between their perceptions of the development work and their educational backgrounds were empirically examined by means of essays entitled ''Remembering the Future.'' Results suggested that both teachers' perceptions of undivided basic education and their perceptions of themselves in the development process varied considerably. Further investigation showed that teachers' perceptions of the reform and of themselves within the reforms were interrelated. More specifically, perceiving oneself as an active subject in the development work seemed to promote a holistic and functional perception of the object of the development. On the basis of the results, it seems that as highly educated professionals, teachers were very capable of identifying and analyzing what should be changed in schools and/or the school districts. However, a challenge K. Pyhältö (&) Faculty of Behavioural Sciences, Centre for Research and Development of Higher Education (YTY), P.O. BOX 9, Room 415 (Siltavuorenpenger 5 A),

Research paper thumbnail of Reaching for a new culture of learning in schools – District-level work on the curriculum reform in Finland

Research paper thumbnail of Pedagoginen hyvinvointi peruskoulun opettajien työssä

Aikuiskasvatus, Dec 1, 2008

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