| 1. |
- Ahlström, Björn, 1972-, et al.
(författare)
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School Leadership as (Un)usual : Insights from Principals in Sweden during a Pandemic
- 2020
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Ingår i: International Studies in Educational Administration. - : Commonwealth Council for Educational Administration and Management. - 1324-1702 .- 1839-2768. ; 48:2, s. 35-41
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Tidskriftsartikel (refereegranskat)abstract
- This paper offers insights into educational leadership in relation to the example of Sweden exceptionalism that kept most of its schools open during the COVID-19 pandemic. Informed discussions based on reports from conversations with principals, media and a survey highlight three themes identified as challenges for the principals: dealing with pupils, staff members and parents’ anxiety, a constant state of uncertainty and the ones left behind. These themes ignite discussions of implications for educational leadership in which the elements of trust, the formation of stable organizations and equity are leadership strategies in what we consider leadership as (un)usual.
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| 2. |
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| 3. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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Naming/Framing Educational Leadership Perceptions in Relation to Child Violence at a Swedish Boarding School
- 2021
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Ingår i: International Studies in Educational Administration. - : CCEAM. - 1324-1702 .- 1839-2768. ; 49:2, s. 120-145
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the crossroads between state interference, social justice and leadership at a Swedish elite boarding school. The data consist of interviews published in newspapers and tabloids, reports, and court texts written in response to four serious cases of violence reported at one Swedish boarding school in 2011, 2013 and 2017. The analysis uses a systemic violence perspective, Schöns’ frame reflection theory and Shields’ transformative leadership conception as theoretical starting points. Accordingly, there is a clash between the naming/framing of the Swedish Schools Inspectorate and that of the leaders at the boarding school. The majority of the leaders maintain that the collective is always right, that violence is always the act of one or a few individual actor(s), and that it only matters if there was an intention to cause harm. On the other hand, the Swedish Schools Inspectorate stresses that violent acts need to be dealt with holistically
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| 4. |
- Goddard, Tim J., et al.
(författare)
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Managing equity : experiences from Canada and Sweden
- 2010
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Ingår i: International Studies in Educational Administration. - : Commonwealth Council for Educational Administration and Management (CCEAM). - 1324-1702 .- 1839-2768. ; 38:3, s. 3-17
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Tidskriftsartikel (refereegranskat)abstract
- Both Canada and Sweden are experiencing major demographic changes that have an impact on the organisation of schools. Here we report on an exploratory study which sought to examine the ways in which principals from each of those two countries manage questions of equity. The findings of this small-scale preliminary investigation suggest that principals actively resist any attempts to recognize diversity and difference. Where diversity and difference were recognised, it was in the sense of a deficit model. Further, we found a consistent superficiality with respect to discussions of values or of alternative pedagogical or organ isational approaches. Rather, respondents gave the impression of being pragmatic and situation-based, using avoidance strategies to minimise differences with the intention of creating equitable access and opportunity for all students. Further and more comprehensive research is required to determine the extent to which these findings may be replicated in other jurisdictions.
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| 5. |
- Grimm, Frida
(författare)
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How do teacher leaders lead in professional learning communities? : Explicit and tacit negotiations
- 2023
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Ingår i: International Studies in Educational Administration. - : Commonwealth Council for Educational Administration and Management (CCEAM). - 1324-1702 .- 1839-2768. ; 51:1, s. 34-51
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Tidskriftsartikel (refereegranskat)abstract
- Teacher leaders who lead peers in professional learning communities (PLCs) are an increasing phenomenon in school organisations in several parts of the world today. However, the knowledge of how they lead professional learning is sparse. The purpose of this article is to create deeper understandings of teacher leadership in PLCs. It is based on data acquired through an empirical study with so-called 'first teachers' in three Swedish schools during 2021 and 2022. The article providesin-depth descriptions of explicit and tacit teacher leadership practices in PLCs. According to the results, the first teachers in the study led their peers by securing structure and relevance, building a supportive, sharing, and reflective community, and encouraging the use of new teaching methods. They tacitly negotiated their leadership in relation to previous experiences in teaching, leadership and professional development, explicit and tacit boundaries within teacher communities of practices, and their own understandings of their professional identity. The article contributes with important insights into how these negotiations made them build safe and inspiring learning cultures, but also restrained them to challenge their peers’ current understandings of teaching. The results highlight the need to illuminate and understand both explicit and tacit teacher leadership practices when developing and improving teacher leadership for professional learning in schools.
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| 6. |
- Lapointe, Claire, et al.
(författare)
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An International Cross-Cultural Validation of the Ethical Leadership Questionnaire (ELQ)
- 2016
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Ingår i: International Studies in Educational Administration. - 1324-1702 .- 1839-2768. ; 44:2, s. 55-76
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Tidskriftsartikel (refereegranskat)abstract
- Abstract: By investigating the ethical perspectives of school principals in five different countries and verifying the cultural invariance of the Ethical Leadership Questionnaire (ELQ), this paper addresses the need to develop cross-cultural research instruments to better understand the work of school leaders in different contexts. In order to verify the invariance of the ELQ according to culture, school leaders from Canada (n=668), Israel (n=117), Malta (n=130), Sweden (n=260), and Turkey (n=460) completed the ELQ. A measurement invariance analysis was then conducted using the multiple indicators multiple causes (MIMIC) approach, followed by a verification of item translation and equivalence of meaning. Invariance analyses demonstrated some differences in factor loadings (i.e. the regression coefficients indicating the strength of the relation between the items and the constructs they are assumed to measure). Results showed that the ELQ was culturally invariant, and that only one item out of 23 needed to be modified.
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| 7. |
- Ramalho, Elizabeth Murakami, et al.
(författare)
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Importing and exporting knowledge of successful educational leadership between Sweden and the United States
- 2011
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Ingår i: International Studies in Educational Administration. - 1324-1702 .- 1839-2768. ; 39:2, s. 97-112
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Tidskriftsartikel (refereegranskat)abstract
- This study explores the learning of a delegation of 41 Swedish principals during their visit to schools in Texas. Particularly, the study explores the similarities and differences in both educational systems as well as different characteristics in principal leadership. The exchange focused on the various questions Swedish principals sought to have answered during their visit and their first impressions of US schools. The observation and analysis of principals' perceptions was developed in this study using a phenomenological approach, sensitive to collaborative cultures and international inquiry. The findings present aspects of US and Sweden education and elements principals in Sweden saw as important to import to their country, as well what they saw important to export to the US in order to enhance school improvement.
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| 8. |
- Törnsén, Monika, 1952-
(författare)
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Principal leadership, national responsibilities and successful school outcomes
- 2009
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Ingår i: International Studies in Educational Administration. - 1324-1702 .- 1839-2768. ; 37:3, s. 37-52
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Tidskriftsartikel (refereegranskat)abstract
- This study builds on research undertaken for the Swedish research project "Structure, Culture, Leadership - prerequisites for successful schools?" As mandated by the national curriculum, the criteria of a successful school are that it produces good academic and social outcomes. Twenty-four secondary schools were chosen. Five were identified as successful (strong academic, strong social). The purpose here is to draw a link between a) school success in terms of both outcomes and b) the degree to which the school principal adheres to goals set out in the curriculum. In response to a questionnaire, teachers in the twenty-four schools assessed to what extent their principals fulfil national responsibilities. The conclusion drawn is that the principals in the five successful schools carried out the responsibilities to a greater degree than principals in less successful schools. The findings are discussed within the context of national policy implementation in the Swedish decentralized educational system.
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