In august 2014 the latest Danish school reform became effective. Along with it was the act 409 passed which meant radical change for the way teachers used to administrate their work. The aim of the school reform was to make every pupil as skilled as he og she can be. This meant several in-itiatives for the pupils. To name a few: additional hours of classes per week, more classes with Danish and mathematics, beginning to learn foreign language earlier, tutoring and academic im-mersion and more exercise and movement during a school day. While these initiatives are basical-ly quite useful the act 409 made implementation of these rather difficult.
After being effective for soon almost 4 years it was found interesting to evaluate the experience which the teachers as well as the principals have gained during this time. This was done through a study of a case with successful implementing of the changes. The case was found through apply-ing quantitative research methods and explored further through personal interviews. The findings were then evaluated from different perspectives and analyzed in context with psychological work environment.
The findings showed that the principal of the school has an enormous responsibility regarding a successful implementation. Their mission is first and foremost to make the teachers see the posi-tive in the changes and involve them in the decisions that are made related to the implementing of the reform and act of 409. It is also important not at attempt to do everything at once and re-member to care for the wellbeing of the teachers in the process.