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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, 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: 2019-02-15

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