Leadership and Change in a Norwegian School Context: Tensions as Productive Driving Forces

Autor/inn/en	Vennebo, Kirsten Foshaug; Aas, Marit
Titel	Leadership and Change in a Norwegian School Context: Tensions as Productive Driving Forces
Quelle	In: Educational Management Administration & Leadership, 50 (2022) 6, S.963-978 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vennebo, Kirsten Foshaug)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220962102
Schlagwörter	Foreign Countries; Instructional Leadership; Educational Change; Principals; Administrator Effectiveness; Leadership Training; Administrator Attitudes; Barriers; Reflection; Leadership Styles; Change Strategies; Elementary Secondary Education; Institutional Characteristics; Norway + Suchen Sie Ihr Suchwort? Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsreform; Principal; Schulleiter; Führungslehre; Führungsstil; Lösungsstrategie; Norwegen
Abstract	This article examines the leadership of school principals who, based on the narrative case of the Blueberry School, discuss how they as principals would have responded to a similar problematic situation regarding a school change process. The study is grounded in the context of the Norwegian National School Leadership Programme. Theoretically, the study is informed by cultural-historical activity theory. The findings exemplify how the principals' responses encompass various viewpoints and arguments through which tensions inherent in the context of the change process are provoked and displayed. This study has three implications for school leadership and change. First, when principals experience problematic change processes at their school, they should take time to identify the tensions, discuss how to understand them and think through their implications for leadership. Second, leading these types of tension-laden change processes in schools requires analytic and reflective skills and training; thus, steps to strengthen these skills should be included in leadership programmes. Finally, there is a need for research focussing on how to conduct informed analysis to reveal tensions when problematic situations occur in school change processes. This is because informed analysis may lay the groundwork for how school leaders can utilise tensions as productive driving forces in change processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01