Abstract
The study focuses on teachers’ perceived certainty, a concept which is understood as being made up of didactic, practical and relational certainty, and its relationship with teacher collaboration, role ambiguity and job satisfaction. Analyses draw on data from 1153 Norwegian elementary and junior high school teachers. Results indicate that there are statistically significant differences between the two subgroups of teachers concerning collaboration and job satisfaction. Furthermore, interesting differences regarding relations between collaboration and teacher certainty are found. Teachers in this study also report most collaboration on planning lessons, but little collaboration on activities one would expect to enhance self-awareness and reflection. A structural equation model involving relationships between all variables is tested and results reveal good fit indices.
Published Version
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