CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
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, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Department for Education and Special Education, Gothenburg University, Gothenburg, Sweden.ORCID iD: 0000-0003-4136-6757
Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Department of Education, Stockholm University, Stockholm, Sweden.ORCID iD: 0000-0001-8656-7849
2019 (English)In: School Leadership and Management, ISSN 1363-2434, E-ISSN 1364-2626, Vol. 39, no 3-4, p. 352-371Article in journal (Refereed) Published
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
Taylor & Francis, 2019. Vol. 39, no 3-4, p. 352-371
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: 10.1080/13632434.2018.1536977ISI: 000476931500007Scopus ID: 2-s2.0-85056140561Local ID: HOA HLK 2019OAI: oai:DiVA.org:hj-42067DiVA, id: diva2:1264135
Note

Special issue: Understanding Middle Leadership: Practices and Policies. Guest Editors: Peter Grootenboer, Christine Edwards-Groves and Karin Rönnerman

Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2019-08-14Bibliographically approved

Open Access in DiVA

Fulltext(2004 kB)5 downloads
File information
File name FULLTEXT02.pdfFile size 2004 kBChecksum SHA-512
9ef43afdb0ba0cd078365493734e4b1ee703ce113526db241212ae6dee09a06999973285d89b40828eb9dbb1e2901657fc7f4655a435d41b796bb516f355b82c
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopus

Search in DiVA

By author/editor
Hirsh, ÅsaBergmo-Prvulovic, Ingela
By organisation
Epistemic Cultures & Teaching PracticesHLK, Lifelong learning/Encell
In the same journal
School Leadership and Management
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 35 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 108 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf