How Do Principals Make Sense of School Leadership in Norwegian Reorganised Leadership Teams?

Autor/inn/en	Abrahamsen, Hedvig; Aas, Marit; Hellekjaer, Glenn Ole
Titel	How Do Principals Make Sense of School Leadership in Norwegian Reorganised Leadership Teams?
Quelle	In: School Leadership & Management, 35 (2015) 1, S.62-78 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2014.992775
Schlagwörter	Foreign Countries; Principals; Instructional Leadership; Teamwork; Participative Decision Making; Phenomenology; Semi Structured Interviews; Observation; Norway + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Phenomenological psychology; Phänomenologie; Psychologie; Beobachtung; Norwegen
Abstract	A growing body of research has emphasised the importance of school leadership practice for quality improvement in schools. Yet, little attention has been paid to the investigation of how principals reshape their leadership role and leadership practices when schools reorganise the leadership team with the purpose of increasing the number of formally assigned leaders. As such, this study provides additional insight into how moments of transitions may reshape institutional logics regarding principal leadership practice. Drawing on interviews and contextual observations of five principals in lower secondary schools, framed within a distributed perspective and theory of sense-making, we address this issue by demonstrating that regulative changes influence the normative and cognitive aspects of institutions. We argue that principals re-conceptualise leadership when they move from being solo leaders to sharing leadership, and this allows for subjective interpretations. We have identified two approaches for principal leadership practice which the reorganised leadership team can provide--the exchanging information--and collaborative discussion approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01