Abstract
The aim of this study was to present the result of the relation between continuity, structure, contents and having development dialogue between headmaster and teachers in nursing in Sweden, and if development dialogue had some increase efficiency effect for the teachers. The revised questionnaire was mailed to 129 teachers in nursing from Komvux and senior high school with Omvårdnadsprogrammet in Västra Götalands län. Eighty-two of these 129 teachers in nursing who answered the questionnaires were employed at sixteen different schools that were randomly selected. The results shown that more than half of the teachers in nursing worked in Komvux, remaining worked at senior high school with Omvårdnadsprogrammet. Half of the teachers in nursing had development dialogue once a year, more than one of third had isolated development dialogue and only one teacher had development dialogue every sixths month. According to fifty-six of the eighty-two teachers, there were no following-up routines of development dialogue, and half thought that the development dialogue had an increase efficiency effect. A clear majority could not use the effect of the development dialogue in teaching. The result showed that if development dialogue should have an increase efficiency effect, it should be continuity, feedback and contain *social, personal- and pedagogic efficiency for the best possible effect.