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  • How do principals make sense of school leadership in Norwegian reorganised leadership teams?

    Author(s)
    Abrahamsen, Hedvig
    Aas, Marit
    Hellekjaer, Glenn Ole
    Griffith University Author(s)
    Aas, Marit
    Year published
    2015
    Metadata
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    Abstract
    A growing body of research has emphasised the importance of school leadership practice for quality improvement in schools. Yet, little attention has been paid to the investigation of how principals reshape their leadership role and leadership practices when schools reorganise the leadership team with the purpose of increasing the number of formally assigned leaders. As such, this study provides additional insight into how moments of transitions may reshape institutional logics regarding principal leadership practice. Drawing on interviews and contextual observations of five principals in lower secondary schools, framed within ...
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    A growing body of research has emphasised the importance of school leadership practice for quality improvement in schools. Yet, little attention has been paid to the investigation of how principals reshape their leadership role and leadership practices when schools reorganise the leadership team with the purpose of increasing the number of formally assigned leaders. As such, this study provides additional insight into how moments of transitions may reshape institutional logics regarding principal leadership practice. Drawing on interviews and contextual observations of five principals in lower secondary schools, framed within a distributed perspective and theory of sense-making, we address this issue by demonstrating that regulative changes influence the normative and cognitive aspects of institutions. We argue that principals re-conceptualise leadership when they move from being solo leaders to sharing leadership, and this allows for subjective interpretations. We have identified two approaches for principal leadership practice which the reorganised leadership team can provide – the exchanging information – and collaborative discussion approaches.
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    Journal Title
    School Leadership & Management
    Volume
    35
    Issue
    1
    DOI
    https://doi.org/10.1080/13632434.2014.992775
    Subject
    Specialist studies in education
    Specialist studies in education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/173290
    Collection
    • Journal articles

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