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Från vision till praktik: En kvantitativ studie av rektorers pedagogiska ledarskap inom grundskola och gymnasium
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2015 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Genom en ny skollag och nya läroplaner har ett ökat fokus lagts på rektorns roll som pedagogisk ledare i Sverige. Ny forskning visar på att rektorns pedagogiska ledarskap har stor effekt på elevernas skolresultat. Viktiga delar av det pedagogiska ledarskapet består av att skapa höga förväntningar, en tydlig vision och lärandemål, klassrumsbesök och skapandet av en lärande kultur på skolan. Syftet med studien var att undersöka rektorers förståelse av det pedagogiska ledarskapet i Sverige. För detta ändamål har använts två internationella ledarskapsmodeller; Transformational Leadership och Instructional Leadership för att studera samband mellan variablerna skolresultat, skolstorlek och kön. Ett slumpmässigt urval bestående av 174 rektorer från grund- och gymnasieskolor (kommunala och fristående) i Sverige användes. Rektorerna skattade sin ledarskapsstil genom rankingskala (webbenkät).

Det lärarcentrerade instruktiva ledarskapet förklarade mer av den varians för skolresultat än transformativt ledarskap gjorde. Transformativt ledarskap användes oftare och kvinnor skattade sitt pedagogiska ledarskap högre än männen i förhållande till sitt uppdrag. Andra bakgrundsvariabler och ledarskapsfunktioner med koppling till kunskapsresultat undersöktes.

Abstract [en]

The role of the principal as a pedagogic leader has been put on focus in a new school law and in the national curriculum in Sweden. Recent research shows that the educational leadership of the principal has great effect on student achievement. Important parts of the pedagocic leadership consist of high expectations, clear academic mission and goals,  classroom visits och create a learning culture at school.

The purpose of this study was to examine the understanding of educational leadership among school principals´ i Sweden. In this regard, a model based on Transformational and Instructional leadership theories was designed to determine the relationships among variables such as school results, school size and gender.

The sample in this study consisted of 174 school principals randomized from secondary schools and high schools (both independent and public) in Sweden. Principals rated their leadership style according to a likert-scaled questionnaire. 

Research findings indicated that instructional leadership combined with a teacher-centered approach explained more of the variance in student achievement than did Transformational Leadership. Additionally it was appeared that Transformational leadership style was more frecuently used and female principals rated their leadership style in general higher than male principals did.  Specific leadership functions and background variables associated with student achievement were also identified and reported. This study also revealed a significant correlation between those participants that has undertaken the National Educational program for school principals and high student achievement. Conclusion, implications and limitations are also discussed.

 

Place, publisher, year, edition, pages
2015. , 68 p.
Keyword [en]
Educational Leadership, Pedagogic Leadership, Transformational Leadership, Instructional Leadership, School Principal, School Improvement, Student Achievement.
Keyword [sv]
Pedagogiskt ledarskap, skolutveckling, ledarskap, rektor
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-37421OAI: oai:DiVA.org:kau-37421DiVA: diva2:845150
Subject / course
Applied Pedagogy
Educational program
Master programme in Educational Leadership and School Development, 60 hp
Supervisors
Examiners
Available from: 2015-08-11 Created: 2015-08-11 Last updated: 2015-08-11Bibliographically approved

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