A new regime of understanding. School leadership in Norwegian education policy (1990–2017)

For several decades, there has been a global trend of the devolution of autonomy to local leadership levels. The topic has consequently gained attention in educational research, showing the complexity and multi-layered nature of the phenomenon. Nevertheless, empirical research has focused largely on individual leadership or institutional school autonomy, overlooking school leader unions’ collective autonomy at the intersection between leadership levels and as a link between policy and practice. This paper aims to explore the communication and formation of collective autonomy through school leader unions in their mediating role between policy and practice, under shifting national policy contexts with increased global policy influence. Attention is drawn to union magazines and how they have depicted the issue over time, analysing texts on assessment from nearly 300 issues through a two-fold conceptualisation of collective autonomy as the capacity to influence policy and control individual professionalism. The results highlight the possibility of unions functioning as mediators between policy and practice, national and local, when collective autonomy is not too restricted. The study calls for further empirical research on collective autonomy, paying attention to the intricate relationship between policy, collectivism and individual leadership practice.

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Examining Principals’ Practices of Participative Management in Primary School Governance: A Case Study of The Tshwane-West District

Mataboge,

Mahlangu

2024

J. Educ., Mngt., and Dev. Studies

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This article aimed to investigate how much participatory management techniques aid in enhancing primary school governance. The main question of this article is, “To what degree do principals practice participative management in primary schools’ governance in the Tshwane-West District?’’ In this article, the quantitative methodology was applied. Information on the post-positivistic and interpretivist viewpoints was gathered via a questionnaire. The information in the questionnaire was strengthened by thoughtfully applying the knowledge gleaned from the literature review. A pilot study was conducted to validate the questionnaire. The triangulation of data from sources like literature reviews and questionnaires was the main method of reliability used in this study. All primary school principals (n=98) in the District of Tshwane-West area of the Gauteng Province of the Republic of South Africa made up the research population. The data were defined using the quantitative approach, which comprised explanatory techniques, inferential statistics like factor analysis and Cronbach's alpha coefficient, and descriptive statistics like frequencies and mean scores.

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A new regime of understanding. School leadership in Norwegian education policy (1990–2017)

Cited by 3 publications

References 53 publications

Structure, agency and change: early careers of novice principals in Sweden

Structure, agency and change: early careers of novice principals in Sweden

Collective autonomy through school leader unions (2006–2021): Comparative case study from Sweden and Norway

Examining Principals’ Practices of Participative Management in Primary School Governance: A Case Study of The Tshwane-West District

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