Purpose The purpose of this study is to explore principals and deputy principals’ perceptions in relation to the concept of quality teaching in the policy-context of the Swedish school-age educare (SAEC), and through this exploration contribute further knowledge to how the concept might be characterized and what implications these perceptions could have for quality assurance (QA) in the educational program. Design/methodology/approach The study was conducted as a qualitative interview study guided by informed grounded theory methodology. The study was executed as part of a larger research project on goal fulfillment within the Swedish SAEC. Study participants consisted of principals and deputy principals responsible for Swedish SAECs. Findings A key conclusion following the results of the study is that teaching in the Swedish SAEC appears to be characterized as qualitative based on its lateral properties, meaning complementary toward goal fulfillment and QA external to the SAEC program and contributing side-to-side with the “main object” (being school- or future societal goals). Originality/value The study contributes additional perspectives and terminology to the study of quality teaching and QA within SAEC. It also highlights potential challenges of QA in practice, not earlier explored in prior research – as well as important suggestions for future research on the subject.
Smålander et al. (Sat,) studied this question.