Institutt for ledelse og organisasjon

Institutt for ledelse og organisasjon driver forskning og undervisning innenfor organisasjonspsykologi, HR, ledelse (bl.a prosjektledelse og energiledelse), og organisasjonsutvikling og -endring.

Vitenskapelig publisering ved Institutt for ledelse og organisasjon

BIs vitenskapelige produksjon er registrert i den nasjonale databasen NVA (Nasjonalt vitenarkiv).

Publikasjoner

Viser de 5 nyeste publikasjonene

Proceedings of the Institution of Civil Engineers : Civil Engineering

Progress in nuclear energy (New series) 192 s. 106112-106112 Doi: https://doi.org/10.1016/j.pnucene.2025.106112

International Journal of Managing Projects in Business s. 1-22 Doi: https://doi.org/10.1108/IJMPB-11-2024-0289

Learning and Instruction 102 s. 102306-102306 Doi: https://doi.org/10.1016/j.learninstruc.2025.102306

Background Accountability-based education systems have increasingly emphasized performance monitoring through key performance indicators (KPIs), especially after the so-called “PISA shock” in 2001. While such indicators aim to raise standards, they may also lead educators to perceive goals as rigid and non-negotiable—referred to as Perceiving Goals as Invariable (PGI). Despite growing concern, empirical research on the motivational and psychological consequences of PGI in education remains limited. Aims This study investigates whether PGI is associated with burnout, turnover intention, and intrinsic motivation, and whether these associations are mediated by autonomy satisfaction, autonomy frustration, and self-efficacy. Sample Two large-scale cross-sectional samples were used: 3178 Norwegian teachers (Study 1) and 461 principals (Study 2, replication). Methods Structural equation modeling (SEM) was employed to test direct and indirect associations between PGI and key motivational outcomes. Both models controlled for demographic and school-level covariates. Mediating pathways through autonomy satisfaction, autonomy frustration, and self-efficacy were tested to examine underlying mechanisms. Results PGI was positively associated with burnout and turnover intention, and negatively associated with intrinsic motivation in both samples. Mediation analyses showed full indirect effects: PGI predicted lower autonomy satisfaction and self-efficacy, and higher autonomy frustration, which in turn predicted worse motivational outcomes. Conclusions This study underscores the potential psychological costs of rigid goal perceptions in accountability-driven school systems. PGI appears to undermine educators’ motivation and well-being through its detrimental effects on basic psychological needs and perceived competence. These findings highlight the importance of designing goal structures that promote autonomy and self-efficacy in educational settings.

International Journal of Stress Management

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Institutt for ledelse og organisasjon

Publikasjoner

Barriers and enablers to dual use of transportation tunnels for heating and cooling decarbonisation

Measuring progress in a new energy technology deployment: The case of small modular reactors

Inter-organizational project governance in times of crisis: findings from symmetrical and asymmetrical approaches

Perceiving goals as Invariable: The mediating role of job autonomy, self-efficacy on Norwegian teachers' and principals’ intrinsic motivation, burnout, and turnover intention

The challenge stressor—reduced professional efficacy link: The role of motivational mechanisms