The lack of fully trained teachers is a national challenge in Sweden despite numerous attempts by authorities to approach the issue from a long-term perspective. The proportion of fully trained teachers needs to increase by just over 50% by 2035, and the imbalance will continue for many years to come. Many actors such as the media and politicians have participated in the debate, but not those who are significantly forced to handle, control, and lead in resolving the current situation and who have an overview of the problems at a structural level, namely, the school authorities (school authority in the school system according to the Education Act (Skollagen 2010: 800) can be a municipality, county council, state, or individual who is responsible for the activities in the school. In this text, the most responsible head of a municipality in the educational department has responded to the survey). This study covers 55 school authorities’ views on national tendencies and possibilities of solving this problem using an enactment policy theory. The empirical data are based on a web survey and analyzed through thematic content analysis. The result shows deep concerns about the accelerated problem, the challenges of finding fully trained teachers, and negative attitudes toward the profession. Possible solutions are higher salaries, flexible solutions to becoming teachers, higher status, and better working environments. The school authorities’ perceptions of possible solutions are to some extent consistent with ongoing political initiatives. Neither do they emphasize an overall picture of the working conditions for teachers, nor the far-reaching consequences of all political reforms. In summary, their actions are interpreted as quite re-active, nonlinear, and ad hoc solutions and less proactive perceptions and actions. This can possibly be explained by the fact that the state sets limits on economic initiatives.

缺乏训练有素的教师是瑞典的一个全国性挑战，尽管当局多次尝试从长远角度解决这个问题。到 2035 年，受过全面培训的教师比例需要增加 50% 以上，而且这种不平衡将持续多年。媒体和政治家等许多行为者都参与了辩论，但没有明显被迫处理、控制和领导解决当前局势的人，以及在结构层面上对问题有一个总体认识的人，即学校当局（根据《教育法》(Skollagen 2010: 800)，学校系统中的学校当局）可以是市、郡议会、州或负责学校活动的个人。在本文中，市教育部门最负责任的负责人对调查做出了回应）。这项研究涵盖了 55 个学校当局对国家趋势的看法以及使用制定政策理论解决该问题的可能性。经验数据基于网络调查，并通过主题内容分析进行分析。结果显示了对加速问题的深切关注、寻找训练有素的教师的挑战以及对该行业的消极态度。可能的解决方案是更高的薪水、成为教师的灵活解决方案、更高的地位和更好的工作环境。学校当局对可能解决方案的看法在某种程度上与正在进行的政治举措是一致的。他们也没有强调教师工作条件的整体情况，也不是所有政治改革的深远影响。总之，他们的行为被解释为非常被动、非线性和临时的解决方案，以及不太主动的看法和行动。这可能是因为国家对经济活动设置了限制。