Organizing Digitalization in Schools: Exploring Teachers’ Professional Discretion and Control in Local Networks

This article explores teachers’ professional discretion and control within the local organizing of digitalization development work in the Swedish school sector. Drawing on qualitative data from two municipalities—including interviews and observations with teachers, principals, and municipal officials—the study investigates the space available for teachers’ professional control and discretion in this context. The findings show that teachers play central roles in organizing and shaping digitalization efforts. They enjoy a high degree of professional control and discretion, both in defining their roles and in deciding how digital tools are integrated into classroom practice. However, while discretion is widespread, teachers also express a need for clearer managerial guidance, particularly regarding overarching goals and expectations. The study challenges the assumption that increased discretion is inherently beneficial, suggesting instead that discretion is valued differently depending on whether it concerns core pedagogical tasks or broader strategic development work. By examining how control and discretion are exercised, the article contributes to ongoing debates on digitalization, professional authority, and street-level discretion within networked organizational settings.