Successful school leadership: the Norwegian case

Møller, Jorunn; Eggen, Astrid Birgitte; Fuglestad, Otto L.; Langfeldt, Gjert; Presthus, Anne‐Marie; Skrøvset, Siw; Stjernstrøm, Else; Vedøy, Gunn

doi:10.1108/09578230510625683

Cited by 54 publications

(33 citation statements)

References 12 publications

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“…The reviewers also realized that there was an apparent distinction in the perspectives of Western and Eastern civilizations towards leadership distribution. Research findings indicate distributive and participative leadership is viewed more positively in the countries representing the Western world (U.S.A, Australia, U.K., New Zealand, Belgium, Malta, Portugal, Norway, Canada) than in the Oriental or East Asian settings (Iran, Pakistan, China, Taiwan, Thailand, Vietnam, South Korea, Hong Kong, Singapore) (Abrahamsen et al, 2015;Arrowsmith, 2007;Harris & Townsend, 2007;Hulpia et al, 2009;2011;Moller et al, 2005;Ritchie & Woods, 2007). The review findings point out that in the Eastern cultures power distance matters a lot and a solo leader is trusted to run the school on behalf of his subordinates.…”

Section: Resultsmentioning

confidence: 99%

“…Collaboration within "enquiry groups" and holding regular meetings to carry out decision-making processes are identified among the actions taken for sharing leadership functions (Bezzina, 2008;Salfi, 2011). Emerging themes also point out that leadership at schools tend to be distributed to stakeholders, such as parents, teachers, students and wider environment through representation and collaboration in leadership processes (Cowie et al, 2011;Hulpia et al, 2011;Moller et al, 2005;Park & Datnow, 2009;Rah, 2013;Salfi, 2011).…”

Section: Resultsmentioning

confidence: 99%

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A Review of Empirical Research on Distributed Leadership at Schools

Sivri

Beycioğlu

2017

Educational Administration: Theory and Practice

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ÖzPaylaşılan liderlik son yıllarda diğer alanlar gibi eğitim alanında da tartışılmaktadır. Kavram üzerine yapılan araştırmaların son on yılda gösterdiği sıçrama göz önüne alınarak bu çalışma kültürler arası bir bakışla eğitim alanında paylaşılan liderliğe dair 2005-2015 yılları arasında yapılan ampirik araştırmaları incelemeyi amaçlamıştır. Yazarlar, paylaşılan liderlik üzerine geliştirilen kavramsal modelleri de göz önüne alarak esasen ilgili liderliğin eğitim kurumlarındaki sahaya yansımalarına odaklanmıştır. 18 farklı ülkede gerçekleştirilen 43 ampirik araştırmanın incelendiği bu çalışmada, içerik analizi sonucu elde edilen kavramlar ve temalar ortaya konarak paylaşılan liderlik uygulamalarına incelenen bazı kritik sorulara yanıt aranmaktadır. Alanyazını temsil eden kaynaklardaki araştırmalara konu olan paylaşılan liderlik kavramına ve uygulamalarına ampirik verilerle ışık tutan bu inceleme, paylaşılan liderliğin birçok farklı ülkedeki okullarda yansımalarını da ele almaktadır. Ayrıca, son bölümde ampirik araştırmalardan çıkan bulgular ışığında paylaşılan liderliğin doğası tartışılarak okuldaki öğrenmeye olumlu katkı sağlamak için okulların hedefleri, değerleri ve kültürünün ortak bir vizyon çerçevesinde paydaşlarca paylaşılmasına yönelik önerilere yer verilmektedir. Anahtar sözcükler: Okul liderliği, paylaşılan liderlik, ampirik araştırma, kültürlerarası inceleme AbstractRecently distributed leadership is on the agenda of educational researchers. Considering the remarkable leap in the number of studies conducted for the past ten years, this review focused on the empirical studies in educational institutions carried out between 2005 and 2015, with a cross-cultural perspective. Keeping the conceptual models offered in the literature in mind, the reviewers attempted to shed lights on the reflections of distributed leadership on the ground. Throughout this narrative review, 43 empirical studies conducted in schools from 18 countries were scrutinized through content analysis. Answers were sought for some critical questions on practicing of distributed leadership by presenting the emerging themes and concepts. Furthermore, this article presented practices of distributed leadership at schools on various countries in the lights of the empirical findings of the studies the literature. Additionally, in the final section of the current review, the conceptualization of distributed leadership with empirical outline was discussed, and some recommendations were offered towards sharing school objectives, values in a frame of collective vision for contributing to learning at schools.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

A Review of Empirical Research on Distributed Leadership at Schools

Sivri

Beycioğlu

2017

Educational Administration: Theory and Practice

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“…The mobility is low, due to practical reasons, such as a challenging geography, and more cultural reasons, such as a tradition of strong local anchoring. On a national level, these demographic and cultural features might also explain why the competition between schools in Norway is fairly weak (Møller et al 2005).…”

Section: Introductionmentioning

confidence: 99%

“…This principle has resulted in a relatively high number of schools, especially in primary education. Many of these schools are situated in rural areas and have less than 100 pupils (Møller et al 2005).…”

Section: Introductionmentioning

confidence: 99%

A Norwegian policy perspective on the relation between school leadership and pupils' learning outcomes.

Eide

Søreide

2014

Policy Studies

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This article illuminates and discusses how three contemporary Norwegian White papers and the OECD document Improving School Leadership: Policy and Practice narrate the relationship between school leadership and student learning outcomes. First, the article describes the identified dominant policy narrative connecting pupils' learning outcomes to school leadership, before the narrative techniques used to make this connection are explored in more detail. The analysis shows how a dominant public narrative describes the relationship between school leadership and pupils' learning outcomes as a hierarchical one-way chain of influence, and not as a dialogical and dynamic relationship where the elements are interdependent and influence each other. The one-way, hierarchical chain of influence constructed by the narrative plot meets the need policy has to reduce complexity in order to express governmental goals and distribute responsibility. The linearity and causality embedded in the policy narrative produces an understanding of the relationship between school leadership and learning outcomes that also signals a narrow range of options available to school leaders and teachers. By proposing a limited range of teacher-and leader practices as significant for the fulfilment of the policy goals, the narrative plot also constructs a relatively narrow frame for the professional work of school leaders and teachers.

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“…A Norwegian study on the characteristics of successful leadership practice in primary and secondary schools indicated that successful school leadership requires team work (Møller, Eggen, Fuglestad, Langfeldt, Presthus, Skrøvset, Stjernstrøm and Vedøy, 2005, as cited in Møller, 2011, p. 121) and "democratic principles and values" (Møller et al, 2005, p. 584). Hallinger and Heck (2010) also found that "collaborative school leadership can positively impact student learning" (Hallinger & Heck, 2010, p. 95).…”

Section: Leadership Styles and Student Academic Achievementmentioning

confidence: 99%