The complexity and contradictions of Finnish superintendents’ work

Abstract

Purpose The purpose of this paper is to explore the governance of educational reform, as an interpretive process – “interpretive governance” – through a case study of five superintendents living in a predominantly Swedish-speaking region in Finland. Design/methodology/approach To foreground superintendents’ perspectives on reforms as simultaneously reflective and constitutive of governance processes, the research applies and extends Rhodes’ (2012) notions of “network governance,” “meta-governance” and “interpretive governance.” Interpretive governance, an underresearched area, is construed as particularly important for developing better insights into how school reform is understood by key actors involved in its enactment. Findings The research identifies what are described as three “deliberative” dimensions of interpretive governance; these modes of governance are elaborated as “dialogic,” “directive” and “defensive” in nature. Originality/value The study reveals senior educators’ interpretations of governance as multifaceted, and argues that these complex modes of deliberation need to be taken into account to better understand how school development is understood and enacted in municipal and school settings.

Moral Distress Amongst District Leaders: Intensity, Dilemmas, and Coping Mechanisms in the Context of Covid-19

“…School districts represent an “intermediate level of governance” that plays a critical role in rationalizing and implementing external policy mandates ( Anderson, 2013 ) in which they use “deliberative interpretive governance” to shape and implement reforms to manage competing policy expectations ( Hardy and Salo, 2018 , p. 297). Honig (2003) , defines this district level process as “building policy from practice” (p. 292).…”

Superintendents as Boundary Spanners - Facilitating Improvement of Teaching and Learning

“…Superintendents are crucial to the educational work and good governance of schools (Hardy & Salo, 2018). Uniquely positioned in the chain of governance, superintendents are well-placed to "connect the top apex of the municipality (i.e., school district) organization with the operating level of schools" (Paulsen, 2014, p. 407).…”

“…Superintendents work in a highly political system with varying local contexts and across multiple fields with many different stakeholders (Hardy & Salo, 2018;Paulsen, 2014;Paulsen, Johansson, Moos, Nihlfors & Risku, 2014;Rapp, 2011). The superintendent is thereby placed at the interface between political and professional demands and the responsibilities towards school principals and teachers.…”