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Teachers leading teachers: understanding middle-leaders’ role and thoughts about career in the context of a changed division of labour
Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.ORCID iD: 0000-0003-4136-6757
Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.ORCID iD: 0000-0001-8656-7849
2018 (English)In: School Leadership and Management, ISSN 1363-2434, E-ISSN 1364-2626Article in journal (Refereed) Epub ahead of print
Abstract [en]

This longitudinal study aims to create in-depth knowledge about the phenomena of middle-leadership and career in school by identifying (1) driving forces for seeking and maintaining middle-leading positions, (2) opportunities and difficulties in maintaining the middle-leading role over time, and (3) underlying thoughts of career disclosed in the respondents’ expressions. Five different reasons for seeking middle-leading positions are identified and driving forces for maintaining the position are categorised as either internal reward/non-observable outcomes or external reward/observable outcomes. Furthermore, the results show that different types of difficulties arise in distinct phases and that middle-leaders’ needs for support therefore vary over time. Additionally, the complexity of teachers’/middle-leaders’ career thinking clearly emerges, and implications for practice are discussed.

Place, publisher, year, edition, pages
Routledge, 2018.
Keywords [en]
Middle-leadership, teacher leadership, career, division of labour, social and professional representations
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-42067DOI: 10.1080/13632434.2018.1536977Scopus ID: 2-s2.0-85056140561OAI: oai:DiVA.org:hj-42067DiVA, id: diva2:1264135
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-19

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