Principal leadership, national responsibilities and successful school outcomes

Törnsén, Monika, 1952- (författare): Umeå universitet,Pedagogiska institutionen,Centrum för skolledarutveckling,Statsvetenskapliga institutionen,Struktur, kultur, ledarskap- förutsättningar för framgångsrika skolor?

(creator_code:org_t)

2009
2009
Engelska.
Ingår i: International Studies in Educational Administration. - 1324-1702 .- 1839-2768. ; 37:3, s. 37-52

Abstract Ämnesord

Stäng

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.

Om ämnet

SAMHÄLLSVETENSKAP: SAMHÄLLSVETENSKA ...; och Utbildningsveten ...; och Pedagogik

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