School Boards in Finland

Risku, Mika; Kanervio, Pekka; Pulkkinen, Seppo

doi:10.1007/978-3-319-05494-0_3

Cited by 6 publications

(5 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…3-4, 185-186). Risku and Kanervio (2011) identify two overall research interests: the complex and overlapping contexts of doing school leadership and the very character of, challenges in and development of, principals' work. In an overview of the dissertations on school leadership for the period of 2000 to 2010, they characterise the body of research as versatile, multifaceted and unambiguous.…”

Section: Characteristics and Research On Principalship In Finlandmentioning

confidence: 99%

See 1 more Smart Citation

In Quest of Principalship

Salo,

Saarukka

2023

Educational Governance Research

View full text Add to dashboard Cite

The chapter uses a scoping literature review of Finnish school research to make sense of the task and practice of principalship in the Finnish educational context. The data consists of 20 doctoral dissertations from Finnish universities, year 2000 to 2020, in which acting and former principals study various aspects of their own professional practice.The study aims of conceptualizing and comprehending principalship using a two-step process of analysis, with two intertwined analytical frameworks. As a result, principalship is firstly described as consisting of three intertwined practices: being a principal, doing principalship and contextualising principalship. In the second step of the analysis, a framework consisting of two basic dimensions for situating the research interests in the dissertation is constructed. The first dimension consists of school leadership understood as an individual undertaking or as a shared, social and cultural practice. The second dimension either locates principalship in its organisational, cultural and operational context or focus on professional ambitions for strategic development or change. In summary, principalship consists of tasks and duties, capacities and leadership styles, or can be constructed as a contextual social practice, for enhancing collaborative school development.

show abstract

Section: Characteristics and Research On Principalship In Finlandmentioning

confidence: 99%

“…The data consist of doctoral disserations from Finnish universities. Risku and Kanervio (2011) note that research on school leadership in Finland has been scarce. Only 4% of a total of 661 dissertations within educational research during the first decade of the 2000s studied principalship.…”

Section: Introductionmentioning

confidence: 99%

In Quest of Principalship

Salo,

Saarukka

2023

Educational Governance Research

View full text Add to dashboard Cite

show abstract

“…Also the range of student services may vary in different municipalities. The role of local educational authorities and school boards is significant when the municipality is considering the funding of the schools (Risku, Kanervio, & Pulkkinen, 2014).…”

Section: Downloaded By [Simon Fraser University] At 13:56 20 Novembermentioning

confidence: 99%

Principals’ Perceptions for Finnish- and Swedish-Language Schools in Finland: An Analysis of School-Level Indices From Programme for International Student Assessment 2009

Harju-Luukkainen

Vettenranta

Kanervio³

et al. 2014

Leadership and Policy in Schools

Self Cite

View full text Add to dashboard Cite

The Finnish educational system is known for its equality. However, in many key areas in national and international assessments, Swedish-language schools in Finland have lagged behind their Finnish-language counterparts. So far there is little research into the underlying reasons for this discrepancy. In this article, in order to illuminate the phenomenon, we take a closer look at a number of school-level indices based on the Finnish OECD Programme for International Student Assessment (PISA) 2009 data and compare school principals' responses across these two school categories. Our findings reveal differences in school policies and practices, in school climate, and in school resources between the two parallel language-specific sectors of basic education in Finland.

show abstract

“…With its cultural roots in social-democratic and agrarian egalitarianism, equality has been a dominant political value in Finland for decades, which also is reflected in the ethos of Finnish school principals (Lahtero and Risku, 2014). Moreover, local autonomy for municipalities and schools has been a stable feature of Finnish curriculum policy, which means that broad national frameworks are adapted and developed toward practice by professionals (Risku et al, 2014). Specifically, Finnish municipalities have resisted implementation of evaluations and tests that could be used as ranking lists (Varjo et al, 2013).…”

Section: The Finnish Policy Culture In Primary Educationmentioning

confidence: 99%

Exploring the moral and distributive levers for teacher empowerment in the Finnish policy culture

Paulsen

Hjertø²,

Tihveräinen

2016

International Journal of Educational Management

View full text Add to dashboard Cite

Purpose – The purpose of this paper is to explore the relationship between school leadership practices and teacher empowerment in the Finnish policy culture. Specifically, moral leadership and distributed leadership enacted by school principals are tested in a simultaneous design as predictor to two distinct yet related aspects of teachers’ sense of empowerment, respectively, in their work domain and their classroom domain. Design/methodology/approach – The study investigated a field sample of 246 individual teachers from ten Finnish primary schools. Hypotheses were developed and tested by structural equation modeling. Findings – The results indicate that moral leadership exerted by school principals support teachers’ sense of empowerment both in work domain and classroom domain. Distributed leadership, in the meaning of sharing instructional leadership tasks with teachers, supported work domain empowerment but did not predict classroom domain teacher empowerment. Taken together, the model show the value of school principals facilitating teachers in decision-making processes paired with showing a strong moral basis in their relationship with teachers. Research limitations/implications – The study reinforces the importance of moral leadership and distributed leadership as conjoint drivers for teachers’ sense of empowerment. It would be highly valuable to replicate this study in various multi-level settings. Practical implications – The findings recommend school leaders to put emphasis on facilitative, ethical, and authentic practices in immediate relationships with their teachers. Originality/value – The study provides empirical evidence regarding the partial relationships between principal leadership practices and teacher empowerment.

show abstract

School Boards in Finland

Cited by 6 publications

References 1 publication

In Quest of Principalship

In Quest of Principalship

Principals’ Perceptions for Finnish- and Swedish-Language Schools in Finland: An Analysis of School-Level Indices From Programme for International Student Assessment 2009

Exploring the moral and distributive levers for teacher empowerment in the Finnish policy culture

Contact Info

Product

Resources

About