dc.contributor.author | Vennebo, Kirsten Foshaug | |
dc.contributor.author | Aas, Marit | |
dc.date.accessioned | 2020-10-28T23:05:17Z | |
dc.date.available | 2020-10-28T23:05:17Z | |
dc.date.issued | 2020 | |
dc.identifier.issn | 1741-1432 | |
dc.identifier.doi | 10.1177/1741143220962102 | |
dc.identifier.uri | http://hdl.handle.net/10072/398814 | |
dc.description.abstract | This article examines the leadership of school principals who, based on the narrative case of the Blueberry School, discuss how they as principals would have responded to a similar problematic situation regarding a school change process. The study is grounded in the context of the Norwegian National School Leadership Programme. Theoretically, the study is informed by cultural–historical activity theory. The findings exemplify how the principals’ responses encompass various viewpoints and arguments through which tensions inherent in the context of the change process are provoked and displayed. This study has three implications for school leadership and change. First, when principals experience problematic change processes at their school, they should take time to identify the tensions, discuss how to understand them and think through their implications for leadership. Second, leading these types of tension-laden change processes in schools requires analytic and reflective skills and training; thus, steps to strengthen these skills should be included in leadership programmes. Finally, there is a need for research focussing on how to conduct informed analysis to reveal tensions when problematic situations occur in school change processes. This is because informed analysis may lay the groundwork for how school leaders can utilise tensions as productive driving forces in change processes. | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | SAGE Publications Ltd | |
dc.relation.ispartofjournal | Educational Management Administration & Leadership | |
dc.subject.fieldofresearch | Education systems | |
dc.subject.fieldofresearch | Specialist studies in education | |
dc.subject.fieldofresearchcode | 3903 | |
dc.subject.fieldofresearchcode | 3904 | |
dc.subject.keywords | Social Sciences | |
dc.subject.keywords | Education & Educational Research | |
dc.subject.keywords | School leadership | |
dc.subject.keywords | school development and change | |
dc.subject.keywords | tensions | |
dc.title | Leadership and change in a Norwegian school context: Tensions as productive driving forces | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dcterms.bibliographicCitation | Vennebo, KF; Aas, M, Leadership and change in a Norwegian school context: Tensions as productive driving forces, Educational Management Administration & Leadership, 2020 | |
dcterms.license | https://creativecommons.org/licenses/by/4.0/ | |
dc.date.updated | 2020-10-28T04:35:18Z | |
dc.description.version | Version of Record (VoR) | |
gro.description.notepublic | This publication has been entered into Griffith Research Online as an Advanced Online Version. | |
gro.rights.copyright | © 2020 The Authors. This article is distributed under the terms of the Creative Commons Attribution 4.0 License, which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Aas, Marit | |