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  • 1.
    Nehez, Jaana
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Blossing, Ulf
    Gothenburg University, Gothenburg, Sweden.
    Practices in different school cultures and principals’ improvement work2022In: International Journal of Leadership in Education, ISSN 1360-3124, E-ISSN 1464-5092, Vol. 25, no 2, p. 310-330Article in journal (Refereed)
    Abstract [en]

    This article deepens the knowledge of practices within school cultures and their dynamics in relation to improvement work. It investigates: Which practices can be identified in school improvement among principals at upper secondary school level? How are these practices shaped? How do they promote or prevent the improvement work of the principals? Three of six identified practices challenged the planned improvement. The significance of the study is the practice perspective which visualizes and concretizes the complexity within school cultures in relation to the dynamics of improvement work; it illuminates changes and subcultures as well as external factors shaping the culture. The practice perspective used in the study avoids descriptions of general culture types and results based on experiences, which are common challenges within school culture research. The study suggests researchers conduct practice analyses to illustrate complexity within school cultures and improvement. © 2020 The Author(s).

  • 2.
    Persson, Anders
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM).
    Andersson, Gunnar
    Lund University, Sweden.
    Nilsson Lindström, Margareta
    Lund University, Sweden.
    Successful Swedish headmasters in tension fields and alliances2005In: International Journal of Leadership in Education, ISSN 1360-3124, E-ISSN 1464-5092, Vol. 8, no 1, p. 53-72Article in journal (Refereed)
    Abstract [en]

    What makes a headmaster successful? And what does a successful headmaster do? This article presents some results from a research project - Successful school leadership in different school cultures - that aims to provide answers to these questions. The results derive from interviews, questionnaires, observations and pupils' essays, and comprise the criteria by which different parties involved in schools assess the success of headmasters. As with other research in this field, this article establishes that headmasters find themselves in tension fields that are constituted by the varied interests of the different parties involved in schools. These relationships are analysed with regard to three tension fields that affect Swedish schools today: between employer and employees; between pupils and adults; and between change and continuity. However, the work lives of headmasters isn't characterised by tensions only, but by alliances as well. Hence, headmasters' alliances with various other parties within the school are also analysed. These alliances are both a way of dealing with the tensions that headmasters meet on a daily basis, and a way of creating both success and a leadership based on the school culture. However, the general development trend that we find in Swedish schools, which lift the headmaster out of the school to become the last among superiors rather than the first among equals, constricts the latitude for more culture-specific school leadership.

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CiteExportLink to result list
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