Leading and Supporting: Principals Reflect on Their Task as Pedagogical Leaders of Swedish School-Age Educare

Autor/inn/en	Haglund, Björn; Glaés-Coutts, Lena
Titel	Leading and Supporting: Principals Reflect on Their Task as Pedagogical Leaders of Swedish School-Age Educare
Quelle	In: School Leadership & Management, 43 (2023) 1, S.8-27 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haglund, Björn) ORCID (Glaés-Coutts, Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2022.2137725
Schlagwörter	Foreign Countries; Principals; Barriers; Leadership Responsibility; Professional Development; Assistant Principals; After School Programs; Instructional Leadership; Administrator Role; Cooperation; Student Participation; Sweden + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Instruction; Leadership; Bildung; Erziehung; Führung; Co-operation; Kooperation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schweden
Abstract	Principals in Sweden face leadership challenges as pedagogical leaders of School-age educare Centers (SAECs). This study examines how principals identify both professional development needs as well as challenges they face in supporting the SAEC teachers. The empirical data is based on reflections from 29 principals and vice-principals from four different municipalities in Sweden, which were analyzed using a framework for successful school leadership (Leithwood, K., A. Harris, and D. Hopkins. 2020. "Seven strong claims about successful school leadership revisited." School Leadership & Management 40 (1): 5-22) and thematic analysis. Within the key areas for development three main themes were found: personal professional understanding of SAEC, building collaborative cultures within and between SAEC departments, and increasing student participation and engagement. The participants further identified specific challenges in supporting the SAEC teachers: building a culture of collaboration between SAEC and the compulsory school, structuring planning and collaboration, and improving assessment practices in SAEC. The results highlight how by not prioritizing the work in SAECs has impacted their ability to lead the program; they emphasize their need to improve and develop the SAECs and their desire to change their leadership priorities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01