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  • 201.
    Nihlfors, Elisabet
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Uppsala Universitet .
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Låt rektor och förskoelchef få leda!2014In: SKolledare i mötet mellan nationella mål och lokal policy / [ed] E. Nihlfors och O. Johansson, Gleerups Utbildning AB, 2014, 1, p. 231-239Chapter in book (Refereed)
  • 202.
    Nihlfors, Elisabet
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Uppsala Universitet .
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Rektor – en stark länk i styrningen av skolan2013Book (Refereed)
  • 203.
    Nihlfors, Elisabet
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Uppsala Universitet .
    Johansson, OlofUmeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Skolledare i mötet mellan nationella mål och lokal policy2014Collection (editor) (Refereed)
  • 204.
    Nihlfors, Elisabet
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Jervik Steen, Linda
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    The Swedish Superintendent: position and function2015Manuscript (preprint) (Other academic)
  • 205.
    Nihlfors, Elisabet
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Moos, Lejf
    Department of Education (DPU), Aarhus University, Copenhagen, Denmark.
    Paulsen, Jan Merok
    Volda University College, Volda, Norway.
    Risku, Mika
    Institute of Educational Leadership, University of Jyväskylä, Jyväskylä, Finland.
    The Nordic superintendents' leadership roles: cross-national comparison2013In: Transnational influences on values and practices in Nordic educational leadership: is there a Nordic model? / [ed] Lejf Moos, Amsterdam: Springer Netherlands, 2013, p. 193-212Chapter in book (Refereed)
    Abstract [en]

    The chapter focuses on what happens when national education policies meet structures of implementation at the local school district and school levels. Focus is on the position that is subordinated to a municipal committee or board responsible for education. This position is here called superintendent, even if precise titles vary. By focusing on this position, its relation to the political board and the function as superior of principals in the school district, it will be possible to investigate some of the preconditions for learning in the school districts.

  • 206.
    Nihlfors, Elisabet
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Uppsala Universitet .
    Skedsmo, Guri
    Norway.
    Merok Paulsen, Jan
    Norway.
    Moos, Lejf
    Denmark.
    Kanervio, Pekka
    Finland.
    Pulkkinen, Seppo
    Finland.
    Role and influence of school boards in improving educational quality2014In: School Boards in the Governance Process / [ed] Lejf Moos, & Jan Merok Paulsen, Dordrecht: Springer International , 2014Chapter in book (Refereed)
  • 207.
    Nilsson, Kerstin
    et al.
    Division of Occupational and Environmental Medicine, Lund University, Lund, Sweden; Department of Public Health, Kristianstad University, Kristianstad, Sweden.
    Oudin, Anna
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine. Division of Occupational and Environmental Medicine, Lund University, Lund, Sweden.
    Arvidsson, Inger
    Division of Occupational and Environmental Medicine, Lund University, Lund, Sweden.
    Håkansson, Carita
    Division of Occupational and Environmental Medicine, Lund University, Lund, Sweden.
    Österberg, Kai
    Department of Psychology, Lund University, Lund, Sweden.
    Leo, Ulf
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Persson, Roger
    Division of Occupational and Environmental Medicine, Lund University, Lund, Sweden; Department of Psychology, Lund University, Lund, Sweden.
    School Principals' Work Participation in an Extended Working Life—Are They Able to, and Do They Want to?: A Quantitative Study of the Work Situation2022In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 19, no 7, article id 3983Article in journal (Refereed)
    Abstract [en]

    The objective of this study is to increase the knowledge regarding school principals' work situations by examining the associations between various factors and the school principals' assessments of their ability or wish to work until 65 years of age or longer. The 1356 participating school principals in this study were aged between 50 and 64 years of age. Individual and work factors were evaluated in relation to two dichotomized outcomes: i.e., can work and want to work beyond 65 years of age, respectively. Generalized Estimating Equations (GEE) models were used to specify bivariate and multivariate cross-sectional logistic regression models that accounted for repeated measurements. The results showed that, both in 2018 and 2019, about 83% of the school principals stated that they could work and about 50% stated that they wanted to work until 65 years of age and beyond. School principals' exhaustion symptoms and experiences of an excessive burden were statistically significantly associated with whether they both could not and did not want to work beyond 65 years of age. Additionally, the school principals' experiences of support from the executive management in the performance of their managerial duties was of primary importance for whether the school principals wanted to work until 65 years of age and beyond. To conclude, it is important that school principals receive sufficient support from the management to cope with their often very stressful leadership tasks so that they have the opportunity to be able and willing to continue working their entire working life. The study strengthens the robustness of the theoretical SwAge model regarding the investigated factors related to determinant factors for a sustainable working life and as a basis for developing practical tools for increased employability for people of older ages.

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  • 208.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Business as Usual of a State of Emergency?: School Leadership During an Unprecedented Increase in Asylum-seekers2019In: Education, immigration and migration: policy, leadership and praxis for a changing world / [ed] Khalid Arar, Jeffrey S. Brooks, Ira Bogotch, Bingley: Emerald Group Publishing Limited, 2019, p. 267-284Chapter in book (Refereed)
    Abstract [en]

    In 2015, there was great refugee migration towards and within Europe. Sweden was no exception. The unprecedented increase in asylum-seekers challenged the reception system at all levels including schools. This chapter, based on two studies, focuses on principals and their mission to adjust their schools in order to fulfil their responsibilities concerning newly arrived students' education during that period. The number of newly arrived students the principals received ranged from a few students over a period of months to a constant influx of 60 and 150 in total. But the reaction among the principals and staff wasn't necessarily related to the number of students in question. More telling was the school's history, the principal's leadership and the school's experience in matters of diversity important. The way the principals managed the situation had an impact on how the situation developed. The findings also revealed problematic attitudes toward the 'other' among educators, attitudes that conflict with the school's democratic mission. The reception of newly arrived students is a matter of a joint responsibility at all levels to guarantee equal education for all students, irrespective of their background.

  • 209.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Educational leadership and im/migration: preparation, practice and policy - the Swedish case2017In: International Journal of Educational Management, ISSN 0951-354X, E-ISSN 1758-6518, Vol. 31, no 5, p. 633-645Article in journal (Refereed)
    Abstract [en]

    Purpose: Migration to Sweden dramatically increased in 2015 and challenged the reception system at all levels and societal institutions, one of which was the school. As a response to the lack of a comprehensive educational strategy for newly arrived students, new regulations were passed in January 2016, the purpose of which was to guarantee equity and equality in education for all students, irrespective of their background. The regulations make demands on local politicians and the school leaders to adjust the reception, organization and teaching to support the newly arrived students' learning. The purpose of this paper is to explore school leadership practices in turbulent times.

    Design/methodology/approach: The study is situated in the field of post-migration ecology, as newly arrived students move from pre-migration to transmigration to post-migration contexts, the latter for this paper's interest, when they arrive to their new schools. Seven principals in a transit municipality for migrants were interviewed to obtain a picture of how they are prepared for diversity in leadership and how policy and practice coincide.

    Findings: The study reveals how policy and practice coincide due to a lack of intercultural and bilingual competences among the staff. The principal's responsibility for a school structure and culture that support newly arrived students' learning raises new demands on how principals are trained for diversity.

    Originality/value: The study is a contribution to the little-researched field concerning school leadership and newly arrived students which raises new demands regarding how principals are trained for diversity.

  • 210.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Morality at the Margins: a silent dimension of teaching and learning2006In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 38, no 2, p. 189-204Article in journal (Refereed)
    Abstract [en]

    Teaching is a moral endeavour. It transmits moral messages based on values and expectations. This paper explores the relationship between school practice and the democratic values endorsed in the Swedish national curriculum. A lunch‐time episode illustrates the discrepancy between the national curriculum’s ethical values and their realization in practice. This discrepancy problematizes the decentralization process in Swedish schooling. Furthermore, it suggests that episodes at the margins of school practice may be just as important to the moral curriculum of school as the knowledge‐related elements conventionally deemed to be the core of the curriculum.

  • 211.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektor, etik och beslutsfattande2009In: Skoljuridik / [ed] Viola Boström, Kjell Lundmark, Malmö: Liber, 2009, 1, p. 327-339Chapter in book (Other academic)
  • 212.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektor, etik och beslutsfattande2012In: Skoljuridik / [ed] Viola Boström, Kjell Lundmark, Malmö: Liber, 2012, 3, p. 385-397Chapter in book (Other academic)
  • 213.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektor, förskolechef, etik och beslutsfattande2016In: Skoljuridik / [ed] Viola Boström, Kjell Lundmark, Malmö: Liber, 2016, 4, p. 407-419Chapter in book (Other academic)
  • 214.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Education.
    Skolledarskap i mångkulturella miljöer2014In: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög, Olof Johansson, Lund: Studentlitteratur AB, 2014, 1, p. 181-196Chapter in book (Refereed)
  • 215.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    The Swedish national principal training programme: a programme in constant change2019In: Journal of Educational Administration & History, ISSN 0022-0620, E-ISSN 1478-7431, Vol. 51, no 1, p. 5-14Article in journal (Refereed)
    Abstract [en]

    In the mid-1970s, a systematic national principal training programme was introduced in Sweden. The aim was to guarantee better-equipped principals in their mission to lead and develop schools in accordance with national steering documents. Since then, the programme has been subjected to changes, but its focus has remained the same. The three-year programme is currently directed at already-employed principals whose efforts are estimated to consume about 20% of their working time. Six universities provide the programme with content that corresponds to thirty higher-education credits. Consequently, the academy has to balance its fundamental role as a critical independent institution and its mission to provide an education that is crucial in the educational steering system. This article presents an historical overview of the programme’s development as well as the current programme’s design and challenges, and it discusses the expected future demands for change.

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  • 216.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Det pedagogiska ledarskapets etiska dimension2014In: Ledarskapet i centrum: om rektor och förskolechef / [ed] Monika Törnsén & Helene Ärlestig, Malmö: Gleerups Utbildning AB, 2014, 1, p. 99-112Chapter in book (Refereed)
  • 217.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ethical Dilemmas of Swedish School Leaders: Contrasts and Common Themes2007In: Educational Management Administration & Leadership, ISSN 1741-1432, Vol. 35, no 2, p. 277-294Article in journal (Refereed)
  • 218.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ethical School Leadership: a Scandinaivan Perspective2008In: Preparing Democratic Leaders for Quality Teaching and Student Success: A Time For Action: UCEA Convention, 2008, Orlando Oct. 30 - Nov. 2, Texas: University Council for Educational Administration , 2008Conference paper (Other academic)
  • 219.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ethical School Leadership: Examining the Practical Work of School Leaders2006In: The 11th Annual Leadership & Ethics Conference, Victoria, Canada, 2006Conference paper (Refereed)
  • 220.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    The ethical demands of multiculturalism2014In: Handbook of ethical educational leadership / [ed] Christopher M. Branson & Steven Jay Gross, New York: Routledge, 2014, p. 426-438Chapter in book (Refereed)
  • 221.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    The ethical dimensions of curriculum leadership in Scandinavian countries2010In: Journal of Educational Administration, ISSN 0022-0639, Journal of Educational Administration, ISSN 0957-8234 online, Vol. 48, no 3, p. 327-336Article in journal (Refereed)
    Abstract [en]

    Purpose – Schooling is a significant tool for fostering future generations, which, in turn, implies that the curriculum is an ethical document. It mirrors the society's notion of what is valuable, useful and necessary from a societal and individual perspective. The purpose of this paper is to address the Scandinavian curricula's ethical framework, which is negotiated by school leaders and educators. Design/methodology/approach – The paper provides an overview of the political intentions for desirable socialisation and civic identity represented in Scandinavian curricula, and discusses the implications for ethical school leadership. Findings – There is a disparity between rhetoric and reality when it comes to a “school for everyone”, since the curricula's promoted content and end are interpreted differently. The paper indicates that an awareness of individual and less conscious internal values and how they steer conduct is significant. Originality/value – The paper is among the first to address Scandinavian curricula's promoted values and their consequences for ethical school leadership

  • 222.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Nilhfors, Elisabet
    Ethics and superintendents: the Swedish case2010Conference paper (Refereed)
  • 223.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Thörn, Mikael
    Granskning av Göteborgs Stads arbete mot hedersrelaterat förtryck: 2017-20182020Report (Other (popular science, discussion, etc.))
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  • 224.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    In the name of honor: Swedish school leaders’ experiences of honor-related dilemmas2013In: Journal of Educational Administration, ISSN 0957-8234, E-ISSN 1758-7395, Vol. 51, no 6, p. 855-867Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to examine honor-related dilemmas that principals encounter in daily practice. Such dilemmas illustrate how special demands from parents can collide with the school's democratic mission.

    Design/methodology/approach –In total, 53 principals who participated in an in-service program, which aimed to enhance consciousness and knowledge concerning honor-related issues, were asked to describe their experiences of honor-related dilemmas. The paper uses the understanding of the honor culture as an analytic probe in studying and understanding the dilemmas and how these collide with the school's inner work in accordance with democratic values.

    Findings – The major findings illustrate that the participating principals have to deal with honor-related issues in their daily practice. The dilemmas include parents’ demands for restrictions affecting girls, young women, boys, and young men from preschool up to adult education. These restrictions limit their right to participate in all school subjects and activities and to live a life free of oppression.

    Practical implications – The paper reveals the importance of enhanced consciousness and knowledge concerning honor-related issues. Principals must have the ability to identify and recognize at-risk students and organize the necessary support for those students without stigma and exclusion. How the school's structure and culture support intercultural practice and inclusion is important to avoid a contribution to marginalization and a rejection of the school's value base.

    Originality/value – A number of research studies have been done regarding culture clashes in the multicultural school context. This paper identifies dilemmas that can be related to the honor culture and how these are expressed in the principal's office.

  • 225.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Angelle, Pamela S
    University of Tennessee, Knoxville, USA.
    Global conversations about social justice: The Swedish-US example2014In: Management in Education, ISSN 0892-0206, Vol. 28, no 3, p. 101-105Article in journal (Refereed)
    Abstract [en]

    This qualitative study investigated the social justice practices of four principals − two from the United States and two from Sweden. The purpose of the study was to enhance our understanding of school leaders’ actions as they work to promote socially just practices in different national contexts. Principals were interviewed to examine their perceptions of what social justice leaders do, how they make sense of social justice, what helps and hinders the work of social justice, and how they learned to become social justice leaders. Findings from the principals’ interviews are presented as a fictional conversation to illustrate similarities and points of departure in social justice practice between the two countries. Principals emphasized the proactive nature of social justice leadership, demonstrated through decision-making, strategic planning, and daily interactions. The importance of giving voice to those who cannot speak for themselves, holding high expectations for all students, and the importance of modeling positive values was underscored. Conclusions from this study illustrate that social justice leadership in practice, despite the national context, offers more commonalities than differences.

  • 226.
    Norqvist, Lars
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML). Umeå University/Department of Applied Educational.
    Analysis of the Digital Transformation of Society and its Impact on Young People’s Lives2018In: / [ed] Council of Europe, 2018Conference paper (Refereed)
    Abstract [en]

    Executive Summary This paper aims to offer some analytical and strategic implications regarding the digital transformation of society and its impact on young people’s lives. The purpose of this paper is to explore the intersection between young people’s lives and the digital transformation of society, incorporating the purpose of enhancing social inclusion. In order to do so, 16 different policies, mainly from the Council of Europe and the European Union were selected and analysed. From the analysis, conducted in a way that the underlying or explicitly interpreted problems in specific policies are made visible, four main themes were derived. The themes focus on understanding the digitalisation through perspectives on technology, explaining the understanding of isolated or integrated attitudes, and bringing forward the broad palette of instruments that are offered through national policies to support readiness for the ongoing digitalisation. Moreover, the example of digital youth work is used to understand transformation of organisations. The themes generated two main implications, also considered as outcomes or syntheses.

    The first implication is understood from leadership and governance perspectives. It implies that the understandings of, and support to, the relation between various levels of decision making and participation, described as chains of command, can be one starting point in supporting digital transformation. More specifically, it can be a mapping of and a more profound understanding of chains of command in national, regional and local contexts. This can be helpful in order to know to whom the ‘right type of questions’ should be addressed, or possibly to discover ‘bottle-necks’ that hamper or block digital transformation. To analyse chains of command may also reveal how different levels of decision-making cooperate and the dialogues between them. This may be useful for instance in order to form or align to various national or international strategies or to understand if and how young people can access services or decision-making processes. All with the ambition to develop transformation readiness, resulting in a situation where young people can access the ‘right information at the right time’ and being able to choose when to use technologies or not.

    The second implication focus on context-based negotiations of the use of information and communication technologies (ICTs). More specifically, and to highlight the importance to contextualise ambitions for digital transformation, it means that a deeper understanding of e.g. ‘small decisions’ in everyday work that ‘really matters’ need more attention. The assumption is based on the fact that the use of ICTs in e.g. various organisations today is a result of step-by-step developments throughout history, due to factors like different needs, knowledge, political, economic and technological structures, trends etc. This can for example raise questions that, if social inclusion is the purpose, engage in discussing how ICTs are used in relation to specific purposes and in what sense they may support the view of social inclusion. Hence, can the use of ICTs alter viewpoints of social inclusion, or can viewpoints of social inclusion alter viewpoints on how ICTs should be used?

    The final conclusion of the paper suggests an integrated attitude between the governance and leadership perspective of transformation readiness and the perspective of context-based negotiations that may result in the ‘small decisions’ of everyday work, including the situation where individuals can choose when to use technologies or not, and the purposes of which they are used for. The result of the integration between perspectives can be seen as a constructive meaning or even an alignment between e.g. users and decision makers; policy and practice; or international and local viewpoints, in this paper with the purpose of enhancing social inclusion.

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  • 227.
    Norqvist, Lars
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Skolledares förmåga att leda och styra digitalisering2024In: Rektors förmågor i centrum: att omsätta kunskap till handling / [ed] Magnus Larsson; Anna Rantala; Helene Ärlestig, Gleerups Utbildning AB, 2024, 1, p. 173-188Chapter in book (Refereed)
  • 228.
    Norqvist, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Poromaa Isling, Pär
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Skolledarskap i Sverige: en forskningsöversikt 2014–20182020In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 40, no 2, p. 167-187Article, review/survey (Refereed)
    Abstract [en]

    The purpose of this research overview is to understand the main contemporary research objects that characterizes the research field of school leadership in Sweden. Published literature within the field between 2014 and 2018 together with a mapping of research interests from 99 university teachers in the state funded education programme for principals, form the understandings of the field. The results indicate that the field is constituted by the interests of foremost understanding governance, policy, inspection and school leaders work and pedagogical leadership. A need of systems thinking, investigations of skills and competences, and lack of critical research are examples that calls for new directions in future studies within the field.

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  • 229.
    Norqvist, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Systems thinking in school organizations: perspectives from various leadership levels2021In: Journal of Educational Administration, ISSN 0957-8234, E-ISSN 1758-7395, Vol. 59, no 1, p. 77-93Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to understand how leaders within a school district system understand their own and others' leadership positions from the perspectives of systems thinking and systems thinking skills.

    Design/methodology/approach: The findings are based on interviews with superintendents, area managers (deputy superintendents), principals and first teachers in Sweden. Sets of systems thinking skills guide the analysis, specifically how various leadership positions are related (their structure and relationships), how leaders understand themselves in relation to the whole and the parts (mindset), what they think about how the organization is organized (content) and how they relate to the organization's history and future (behavior).

    Findings: Leaders at all levels in the school organization have regular communications, but a wider systems thinking perspective is underdeveloped. The systems are hierarchical, with each level taking responsibility for its subsystem to such a high extent that it does not use or learn from other levels. We also found that change in the investigated schools is subtle, and in the schools, it did not seem important to understand change over time or the nature of important leverage points; the organizations' histories and futures were emphasized less than current issues and relations.

    Practical implications: Increased knowledge on systems thinking skills can provide insights as to whether mindsets, content, structure and behavior are supporting each other or not. These perspectives can help actors on all levels to learn together.

    Originality/value: In addition to the study outcomes, this paper offers a unique approach for studying the leadership positions of the governance chain and their impact on an organization's work and results. It obtains a broader picture of school districts' systems when various members of the governing chain express how they understand their organizations, in relation to systems thinking.

  • 230.
    Olsson, Lars-Ola
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektors systematiska kvalitetsarbete ur ett helhetsperspektiv2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    A systematic quality work is essential for anyone working in preschool, school,kindergarten and adult education to give children and students an equal education.Skollagen (2010:800) indicates that quality work should be focused on the nationalgoals of education. According to Skolverkets allmänna råd med kommentarer omsystematiskt kvalitetsarbete - för skolväsendet (2012) is the work to develop quality acontinuous process. Everyone's involvement and participation is therefore essential.Systematic quality work means to systematically and continuously monitor theactivities, analyze performance against national targets and based on that plan anddevelop. Although the work has been driven outside governmental policy documentssince 1997 shows, among others, Skolinspektionens audits of municipalities andschools that there is major deficiencies in the obligation to conduct a systematicquality work. It appears that more than half of the surveyed schools had deficienciesin its system quality work.This is the starting position this study takes on to and through literature review,document studies and interviews of principals is the subject problematized. The studyaims to examine how the principal manages and works with the systematic dailyquality work in the business with a view to increasing achievement. This is to giveprincipals and responsible principals an insight into the current situation ofprincipals' work with the systematic quality work.Results of the study show that in recent years there has been a positive developmentof principals' work with the systematic quality work. However, it is still the case thatdocumentation supporting the process can evolve even more.

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    Rektors systematiska kvalitetsarbete ur ett helhetsperspektiv
  • 231. Pashiardis, Petros
    et al.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science. University Council for Educational Administration (UCEA), University of Virginia, United States.
    Introduction: What is successful and effective school leadership?2016In: Successful school leadership: international perspectives / [ed] Petros Pashiardis; Olof Johansson, London: Bloomsbury Academic, 2016, p. 1-12Chapter in book (Refereed)
  • 232.
    Pashiardis, Petros
    et al.
    Open Univ Cyprus, Fac Econ & Management, 33 Giannou Kranidioti Ave, CY-2220 Nicosia, Cyprus.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Successful and effective schools: Bridging the gap2021In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440, Vol. 49, no 5, p. 690-707Article in journal (Refereed)
    Abstract [en]

    The main purpose of this paper is to examine perspectives of successful and effective leadership as well as successful and effective schools in an effort to uncover the governance interventions which produce one or the other characterization. This examination is undertaken through the utilization of two guiding frameworks: the Pashiardis-Brauckmann Holistic Leadership Framework and the Bredeson and Johansson framework for principals' functions. Additionally, views on success and effectiveness from around the world are utilized. Following this, in this theoretically focused paper we make the argument that successful schools institutionalize the right processes in order to achieve and sustain the desired results and thus become effective. Then, in an effort to bring context into the equation, we discuss what the context is for each education system and student and if schools can make up for the deficiencies of a student's individual context. We end our discussion by stressing the fact that researchers, through their work, can inspire teachers and principals with their (often) simple descriptions of complex school improvement processes. These descriptions have a profound effect on the applied pedagogical work in schools, which is sometimes more influential than national policy decisions and educational reforms.

  • 233. Pashiardis, Petros
    et al.
    Johansson, OlofUmeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science. University Council for Educational Administration (UCEA), University of Virginia, United States.
    Successful school leadership: international perspectives2016Collection (editor) (Refereed)
    Abstract [en]

    Successful School Leadership identifies the characteristics, behaviours and practices of successful and effective school leaders through the adoption of a systemic view of the quality of school organizations. Edited by Petros Pashiardis and Olof Johansson, chapters explore the similarities and differences between successful and effective school leaders and across various socioeconomic contexts. Capitalizing on the experiences of the international contributor team, this book will inform the preparation and further development provided to school leaders in an era where ministries of education, universities and multinational organisations (such as the OECD) are increasingly interested in the leadership of our schools. Systematic analyses of multi-perspective data provided from around the world and offers the readers a comprehensive picture of the key behaviours and practices central to successful and effective school leadership. An original contribution to the theoretical perspectives on the subject is derived through insights from empirical research, case studies, and bibliographical literature from the field.

  • 234. Pashiardis, Petros
    et al.
    Pashiardis, Georgia
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science. University Council for Educational Administration (UCEA), University of Virginia, United States.
    Understanding the impact of successful and effective school leadership as practised2016In: Successful school leadership: international perspectives / [ed] Petros Pashiardis and Olof Johansson, London: Bloomsbury Academic, 2016, p. 195-207Chapter in book (Refereed)
  • 235.
    Persson, Roger
    et al.
    Department of Laboratory Medicine, Division of Occupational and Environmental Medicine, Lund University, Lund, Sweden; Department of Psychology, Lund University, Lund, Sweden; Centre for Medicine and Technology for Working Life and Society (Metalund), Lund, Sweden.
    Leo, Ulf
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Arvidsson, Inger
    Department of Laboratory Medicine, Division of Occupational and Environmental Medicine, Lund University, Lund, Sweden; Centre for Medicine and Technology for Working Life and Society (Metalund), Lund, Sweden.
    Håkansson, Carita
    Department of Laboratory Medicine, Division of Occupational and Environmental Medicine, Lund University, Lund, Sweden; Centre for Medicine and Technology for Working Life and Society (Metalund), Lund, Sweden.
    Nilsson, Kerstin
    Department of Laboratory Medicine, Division of Occupational and Environmental Medicine, Lund University, Lund, Sweden; Centre for Medicine and Technology for Working Life and Society (Metalund), Lund, Sweden; Department of Health Sciences, Kristianstad University, Kristianstad, Sweden.
    Österberg, Kai
    Department of Psychology, Lund University, Lund, Sweden.
    Prevalence of exhaustion symptoms and associations with school level, length of work experience and gender: a nationwide cross-sectional study of Swedish principals2021In: BMC Public Health, E-ISSN 1471-2458, Vol. 21, no 1, article id 331Article in journal (Refereed)
    Abstract [en]

    Background: While poor mental health and psychiatric disorders attributed to stressful work conditions are a public health concern in many countries, the health consequences of the occupational stress experienced by school principals is an understudied issue. Although current data is lacking, some research suggests that principals have a stressful work situation that eventually may lead to burnout and exhaustion disorder, thus negatively affecting the ability of principals to function as leaders. To gauge the situation in Sweden, and as a basis for future preventive actions, we examined to what extent principals displayed signs of exhaustion and whether the prevalence rates of exhaustion differed across school levels, length of work experience as a principal, and gender.

    Methods: Principals (N = 2219; mean age 49 years [SD 7 years]; 78% women) working at least 50% in pre-schools, compulsory schools, upper secondary schools or adult education completed a cross-sectional web survey entailing two validated inventories: The Karolinska Exhaustion Disorder Scale (KEDS) and the Lund University Checklist for Incipient Exhaustion (LUCIE). Data was analysed using traditional non-parametric methods. Gender stratification achieved covariate balance when analysing school level and length of work experience.

    Results: Altogether, 29.0% of the principals met the exhaustion criteria in KEDS. The prevalence rates for the four LUCIE-steps of increasing signs of exhaustion were: no signs of stress, 48.8%; weak signs of stress, 25.6%; clear signs of stress but no exhaustion, 15.4%; possible exhaustion disorder, 10.2%. Compared with male principals, female principals reported more signs of possible exhaustion disorder in both LUCIE and KEDS. School level was not associated with reports of exhaustion symptoms in neither LUCIE nor KEDS. Among male principals, length of work experience was associated with exhaustion symptoms in KEDS.

    Conclusions: A large group of Swedish principals working in pre-schools, compulsory schools, upper secondary schools or adult education displayed a symptomatology of signs of exhaustion that if sustained might lead to poor health. This observation suggests that education authorities, or other relevant stakeholders, ought to take some form of preventive action. However, effective combinations of individual, group, organisational, and/or societal preventive activities remain to be identified and tested.

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  • 236.
    Persson, Roger
    et al.
    Lunds universitet.
    Leo, Ulf
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Arvidsson, Inger
    Lunds universitet.
    Nilsson, Kerstin
    Lunds universitet.
    Österberg, Kai
    Lunds universitet.
    Håkansson, Carita
    Lunds universitet.
    Självskattad hälsa och förekomst av utmattningstecken bland Svenska skolledare: tvärsnittsresultat från 2018 och 20192020Report (Other academic)
  • 237.
    Persson, Roger
    et al.
    Department of Laboratory Medicine, Division of Occupational and Environmental Medicine, Lund University, Lund, Sweden; Department of Psychology, Lund University, Lund, Sweden; Centre for Medicine and Technology for Working Life and Society (Metalund), Lund, Sweden.
    Leo, Ulf
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Arvidsson, Inger
    Department of Laboratory Medicine, Division of Occupational and Environmental Medicine, Lund University, Lund, Sweden; Centre for Medicine and Technology for Working Life and Society (Metalund), Lund, Sweden.
    Nilsson, Kerstin
    Department of Laboratory Medicine, Division of Occupational and Environmental Medicine, Lund University, Lund, Sweden; Centre for Medicine and Technology for Working Life and Society (Metalund), Lund, Sweden; Department of Public Health, Kristianstad University, Kristianstad, Sweden.
    Österberg, Kai
    Department of Psychology, Lund University, Lund, Sweden.
    Håkansson, Carita
    Department of Laboratory Medicine, Division of Occupational and Environmental Medicine, Lund University, Lund, Sweden; Centre for Medicine and Technology for Working Life and Society (Metalund), Lund, Sweden.
    Supportive and demanding managerial circumstances and associations with excellent workability: a cross-sectional study of Swedish school principals2021In: BMC Psychology, E-ISSN 2050-7283, Vol. 9, no 1, article id 109Article in journal (Refereed)
    Abstract [en]

    Background: The leadership of principals is important for school, teacher and student related outcomes. To be capable of doing their work (i.e., having sufficient workability), school principals need proper organisational preconditions, motivation, and good health. It is therefore concerning that some studies suggest that principals have a work situation that risks taxing their health and reducing their workability. However, few studies have examined the psychosocial working conditions of principals and no study has gauged principals’ workability. Accordingly, we decided to examine Swedish principals’ workability and their perceptions of eight demanding and five supportive managerial circumstances as well as the associations between managerial circumstances and reports of excellent workability.

    Methods: The participants comprised 2219 Swedish principals (78% women) who completed a cross-sectional web survey in 2018. A brief version of the Gothenburg Manager Stress Inventory (GMSI-Mini) gauged managerial circumstances. Workability was assessed with the workability score (0–10; WAS). Unadjusted and adjusted logistic regression analyses were used to examine associations between managerial circumstances and reports of excellent workability (WAS ≥ 9). Covariates were: length of work experience as a principal, school level, self-rated health, and general self-efficacy.

    Results: The results showed that circa 30% of the principals reported excellent workability. The GMSI-Mini results showed that role conflicts, resource deficits, and having to harbour co-workers’ frustrations were the most frequently encountered managerial demands. Meanwhile, cooperating co-workers, supportive manager colleagues, and a supportive private life were the most supportive managerial circumstances. Adjusted logistic regression analyses showed that role conflicts and role demands were associated with an increased likelihood of reporting less than excellent workability. In contrast, supportive managerial colleagues, a supportive private life and supportive organisational structures were associated with an increased likelihood of reporting excellent workability.

    Conclusion: Circa 30% of the participating principals perceived their workability to be excellent. Reducing role demands, clarifying the principals’ areas of responsibility and accountability in relation to other actors in the governing chain (role conflicts), striving for increased role clarity, and striving to find ways to separate work and private life, seem to be promising intervention areas if increasing principals’ workability is desired.

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  • 238.
    Poromaa Isling, Pär
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ahlström, Björn
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Leo, Ulf
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Larsson, Magnus
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rantala, Anna
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Exploring schools as controversial spaces: Variations in content and impact on leadership practices2024In: NERA 2024: Abstract Book, 2024, p. 292-292Conference paper (Refereed)
    Abstract [en]

    Research topic/aim: School is often described as mirror that in its pedagogical practice and content captures or reflects societal challenges and opportunities (Johansson, 2015). Therefore, societal questions aligned with tension usually find their way into the classroom and the discussions that take place here between teachers and pupils in teaching situations. In educational research these so-called controversial issues are a well-known field of study and have been so for several years (Larsson & Lindström, 2020). In this study we want to learn more about how school staff, and especially principals, handles issues that are seen as controversial in school.

    Our aim is to explore schools as sites for controversial spaces (CS) and we are interested to see what impact these have on school- and leadership practice. The main questions for this investigation are as follows: (1) What are the differences and similarities of CS depending on school context? (2) How does the content of CS influence leadership practices?

    Theoretical framework: Our study draws on the theoretical concept of controversial spaces to capture how different controversial issues affect principal's leadership (Rantala et al, in press).  

    Methodological design: In total, a set of 26 in-depth, loosely structured interviews with principals in pre-school, primary school, and upper secondary school. The overarching theme of the interviews was the impact and consequences of controversial issues on leadership and school practice, and the collected data were subjected to a conventional content analysis (Hsieh and Shannon, 2005).  

    Expected conclusions/findings: Preliminary findings suggest that schools’ controversial spaces are aligned with urgent or low-pressure content depending on schools’ socioeconomic composition. Principals in socially vulnerable areas deals with urgent controversial spaces exemplified through issues such as gang crime, drugs, racism. Hence, the space is filled with issues that demand a leadership that instantaneously takes actions. Here leadership must communicate and interact with actors outside of school, for example the police, social welfare, or the pupils’ guardians.  

    In contrast, principals in well-situated school contexts act within controversial spaces constituted by issues that are less imperative, for example sustainability. Principals that lead in these schools tend to solve these issues in-house in communication with staff and pupils, hence the controversial space of school is primarily an internal affair. 

    The possibility of agency (focused on students'/children's learning and teaching) for the principal thus differs depending on the context. The more social unrest, less room for principal to advocate their agency directed to pedagogical enhancement.  

    Relevance to Nordic educational research: This study has relevance for contemporary Nordic educational research as it contributes with theoretical concepts to understand and analyze controversial issues that principals deal with in all Nordic countries.

  • 239.
    Prössel Eriksson, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Hur organiserar skolledare för lärares professionella lärande?2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The relationship between students learning and teachers professional learning are central in school systems. Teachers professionalism has got a big impact on students outcome. According to international research the professional learning is central and crucial for school leaders in their task to develop schools. How do school leaders think about organizing for teachers professional learning at their schools? According to them, what has got the greatest impact? And in what way do the leadership effect the students results?

    I will immerse myself into what research says about organizing for teachers professional learning. I have interviewed six principals to listen to their approaches and experiences about this theme.

    Research says that schools are complex organizations and as a school leader it is not realistic that you are the leader of all processes yourself. At the same time you are the pedagogical leader at your school. The only way to improve the results in schools is to change what is happening in the classroom, the education. Something that is very easy to say but difficult to get systemized and sustainable. As a school leader you have an indirect influence on this. Leadership is essential together with knowledge of learning theories, goalsetting and organization.

    Research says that as a school leader you are likely to be more successful if you adjust your leadership due to the situation. School leaders need to create conditions for teachers to learn together on the base of students results. What motivates teachers to continue adjust their education is changes in students results. The role as a school leader is complex and the leadership that are shared and distributed is more likely to be successful.

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  • 240.
    Ramalho, Elizabeth Murakami
    et al.
    Elisabeth University of Texas, San Antonio, USA.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Importing and exporting knowledge of successful educational leadership between Sweden and the United States2011In: International Studies in Educational Administration, ISSN 1324-1702, E-ISSN 1839-2768, Vol. 39, no 2, p. 97-112Article in journal (Refereed)
    Abstract [en]

    This study explores the learning of a delegation of 41 Swedish principals during their visit to schools in Texas. Particularly, the study explores the similarities and differences in both educational systems as well as different characteristics in principal leadership. The exchange focused on the various questions Swedish principals sought to have answered during their visit and their first impressions of US schools. The observation and analysis of principals' perceptions was developed in this study using a phenomenological approach, sensitive to collaborative cultures and international inquiry. The findings present aspects of US and Sweden education and elements principals in Sweden saw as important to import to their country, as well what they saw important to export to the US in order to enhance school improvement.

  • 241.
    Rantala, Anna
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Employees' resistance to change and principals' management strategies2024Conference paper (Refereed)
    Abstract [en]

    This paper is situated in a larger research project concerned with how principals deal with controversial issues in their everyday practice. One early finding is that resistance to change is perceived as controversial issue by many principals (Rantala, forthcoming). In this paper I seek to deepen knowledge about the resistance from employees that principals meet and how they deal with it.

    Having to change is inevitable. As society changes, schools and preschools also need to change to meet the demands which is placed on children and pupils both during and after their time in school. The principal, as a change leader, has the responsibility over and an important role in the improvement work that must take place (SFS, 2010:800; Timperley, 2011), but leading change work is no easy task (Holmes, Clement & Albright, 2013; Starr, 2011). Leading change involves dealing with resistance (Dolph, 2017; Starr, 2011) and resistance is always in relation to power (Foucault, 2002).

    There is a vast body of research that describes how leaders carry out or should carry out change work (e.g. Fullan, 2015; Hargreaves et.al., 2010; Kotter, 2014). Research has also focus on strategies that principals need to adapt to enable change management to lead to change (e.g. Shaked and Schechter, 2017; Soini, Pietarinen & Pyhältö, 2016; Wang, 2018). But it also emerges, in research, that change leadership is complex and that the strategies even can collide (e.g. Homes, Clement & Albright, 2013).

    Previous research on teachers' resistance to change has focused on resistance to specific changes, for example change in the curriculum (Kazakbaeva, 2021), resistance against educational reforms, for example introduction of in-service teacher certification (Choi, 2017) or quality assurance policies (Terhart, 2013). These studies show how resistance can arise when there is a lack of support and resources to create understanding for the change initiative (Kazakbaeva, 2021). Resistance can be expressed implicitly and that there can be prestige in the fact that the change initiative must succeed (Chio, 2017; Terhart, 2013). Research shows four factors that influence human resistance, self-interest, different values, low tolerance and lack of trust (Kotter & Schlesinger, 2013).

    There are knowledge gaps in research regarding teacher's resistance to change in relation to principal's strategies, which is done in this paper. The aim is to study principals’ and deputy principals´ leadership of change, by analyzing principals’ and deputy principals ‘description of employee’s resistance and their strategies to handle it in school development work. This is then discussed in relation to power techniques. 

    Amundsdotter et.al. (2015) and Linghag et.al. (2016) describes, anchored in Foucault’s theory of power techniques (2002; 2003; 2008), three different techniques, repressive, pastoral and regulated. They use these concepts both to describe employees' resistance and the principals' strategies for dealing with it. Amundsdotter et.al. and Linghag et.al. describes repressive resistance as clear and direct resistance, pastoral resistance takes more subtle expressions or is masked in other forms, e.g. lack of time or resources, and regulated resistance is about placing responsibility on others. Repressive strategies are for example when principals refer to laws or governing documents, blaming individuals, threats reporting or raising to a higher instance, pastoral strategies refer to offering help and guidance, demonstrating benefits, inspiring and motivating and regulatory strategies refer to building the change into the organization by emphasizing that it is a shared responsibility, reminding of the mission and what different roles entail. In this paper this concept is used to both to categorize and analyze the principals' and deputy principals' descriptions of employees' resistance to change and to categorize and analyze their descriptions of strategies they use to deal with the resistance.

  • 242.
    Rantala, Anna
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Ahlström, Björn
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Leo, Ulf
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Larsson, Magnus
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Poromaa Isling, Pär
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Controversial issues in preschool principals’ leadership2023In: ECER 2023 Programme, 2023Conference paper (Refereed)
    Abstract [en]

    This paper highlights the concept of controversial issues in preschool principals’ everyday practice. Controversial issues are something that teachers and principals have to address more frequently in schools and preschools in recent years (Council of Europe, 2017). One explanation for this development might be, according to the Council of Europe, that teachers and principals are working in a rapidly changing global environment. For instance, we have had a worldwide pandemic, conflicts in the surrounding world that increase migration, an ongoing climate crisis and a fast technological development that create insecurities. This development calls for a readiness capacity on the organizational level but also a leadership that is sensitive and able to identify controversial issues that arise in preschools today and tomorrow.

    When reviewing research on controversial issues in preschools and schools it is evident that the main focus is directed toward teachers and their practice, i. e. on how they teach in relation to topics that are perceived as controversial in an educational setting (see e.g. Bautista, isco & Quaye, 2018; Sætra, 2019). Further, research on how controversial issues are perceived and dealt with from a principal’s perspective is scarce. The concept of controversial issues is not easily defined and there is no uniform definition of the concept. In this study we use a definition that controversial issues are all issues that create tension or disputes on an organizational and/or societal level such as, for example, segregation, migration, equality, religion, sexuality and gender which may be difficult to know how to handle and/or respond to (Council of Europe, 2017).

    As described above, controversial issues are topics that is difficult to handle and sometimes there are no easy solutions or clear paths for the principal in order to deal with or in the process of deciding what to do. In other words, these issues could be described as professional dilemmas for the principals. A dilemma can be defined as a situation where values, obligations and/or commitments collide or conflict and there is, for the involved actors, no obvious right way to do or act (Honig, 1994, 1996). In order to describe and understand these professional dilemmas the concept of dilemmatic spaces is used. A dilemmic space can be understood as a landscape of interactions between different actors within a specific social setting and where frictions in relation to societal and professional norms and values manifest (Olsson, 2022). Through the concept of dilemmatic space, actors, norms, values and action patterns can be framed which can affect how principals are positioned or position themselves, which in turn affects their leadership practice. In this paper we understand the concept of dilemmatic space as being relational and dialectic (Fransson & Grannäs, 2013). This means that not only people are positioned based on their standpoints and their moral positioning but also in relation to various norms, values, patterns of action, decisions, rules, roles and functions are related and positioned in relation to each other, and these positions creates a space, an area where dilemmas might occur that principals have to deal with (Fransson, 2012; Fransson & Grannäs, 2013).

    The aim of this study, which has an exploratory point of departure, is to analyze the controversial issues and discuss in relation to dilemmatic spaces. This is done by focusing on which issues preschool principals experience and articulate as controversial in their practice. Further, why these issues are perceived as controversial and how the principals are affected by them and how they position themselves or become positioned and what space they can operate in when trying to deal with them.

    Methodology, Methods, Research Instruments or Sources UsedThis study is part of a larger project, CVIL (ControVersial Issues in Leadership), that aim to study controversial issues in Swedish (K-12) principals’ everyday practice. Within the project’s first stage 29 interviews with principals were conducted, seven of these were with preschool principals and are used as the data set in this paper. The interviews were semi-structured (Bryman 2012) and the principals within the study were from different contexts (in relation to socio economic context, rural/urban settings etc.). In addition, some of the interviewed principals had worked as leaders for some time and others were relatively new in their position. Five researchers, connected to the project, conducted semi-structured interviews. The two main questions in the interview guide were: Which controversial issues are most important to you right now as principal, and what are the controversial issues that you have had in the past?, Each main question was followed by probing questions such as: Why was it a controversial issue for you?, How did you handle this issue?, Who was involved?, Who was affected by it?. In what way, and so on, Each interview lasted between one to two hours

    All interviews have been recorded and transcribed verbatime. The data was analyzed using content analysis (Berg 2001, Creswell, 2007) with a focus to identify dilemmatic spaces in the light of the principals' perception of controversial issues.Conclusions, Expected Outcomes or FindingsOur preliminary analysis consists of four themes: controversial issues in relation to traditions, norms and values, laws and regulations and local political demands. The first theme, conflicting norms regarding traditions, highlights dilemmas derived from frictions on how to celebrate holidays at the preschools and if all children should or are allowed (by the parents) to participate in these celebrations. These dilemmas can be related to both religious and cultural traditions.  The second theme, conflicting norms and values tend to be a theme which is made visible when the principals describe that ideological beliefs clash between teachers and parents regarding for example the preschool´s participation in activities to support everyone´s equal value such as participating in a pride festival.  

    The third theme emerges when professional norms are challenged by laws and regulations or national or local goals and assignments. One of the principals describe that the Swedish National Agency for Education promotes concepts such as evidence-based education which this principal believes is not compatible with her view on how to teach children. The law that requires all abusive treatment between children to be reported is also triggering tensions, as principals believe that this law carries a risk of young children being labeled as victims or perpetrators. The fourth and final theme is when local political demands become a controversial issue for a principal. One example of this is a political initiative focusing a reading and writing guarantee for 5- and 6-year-old children which this principal think is an unreasonable demand on all children, and teachers.  

    These results are discussed in relation to dilemmatic spaces that emerges and affects the principal’s need to position him or herself in favor of one side or somewhere in between, even if the principal wish to be able to take a different position.ReferencesBautista, N., Misco, T., & Quaye, S. J. (2018). Early childhood open-mindedness: An investigation into preservice teachers’ capacity to address controversial issues. Journal of Teacher Education, 69(2), 154-168.  

    Berg, B.L., 2001. Qualitative research methods for the social sciences. Boston, MA: Allyn and Bacon.

    Bryman, Alan (2012). Social research methods. 4. ed. Oxford: Oxford University Press

    Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.

    Fransson, G. (2012). Professionalisering eller deprofessionalisering? Positioneringar och samspel i ett dilemmatic space. I C. Gustafsson & G. Fransson (red.). Kvalificerad som lärare? Om professionell utveckling, mentorskap och bedömning med sikte på lärarlegitimation. Gävle University Press.  

    Fransson, G., & Grannäs, J. (2013). Dilemmatic spaces in educational contexts–towards a conceptual framework for dilemmas in teachers work. Teachers and Teaching, 19(1), 4-17.

    Honig, B. (1993). Difference, Dilemmas, and the Politics of Home. Social Research. Vol. 61, no 3.

    Sætra, E. (2019). Teaching Controversial Issues: A Pragmatic View of the Criterion Debate. Journal of  Philosophy of Education, 53(2), s. 323–339. https://doi.org/10.1111/1467-9752.12361

    Wiman, Lena (2019). Att vara chef i förskolan - villkor, drivkrafter och uttryck. I K. Malmberg & A. Arnqvist (red.). Ledning i förskola - villkor och uttryck. Malmö: Gleerups.

  • 243.
    Rantala, Anna
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Ahlström, Björn
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Leo, Ulf
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Poromaa Isling, Pär
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Larsson, Magnus
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    På besök i svenska förskolerektorers kontroversiella rum2024In: Nordisk Barnehageforskning, E-ISSN 1890-9167, Vol. 21, no 2, p. 186-205Article in journal (Refereed)
    Abstract [en]

    The focus in this article is on controversial issues through the eyes of Swedish preschool principals. The aim is to make visible some of the controversial issues that principals encounter in their everyday lives, with an ambition to increase knowledge about preschool principals’ leadership. The study has an exploratory approach, based on seven semi-structured interviews, and the theoretical starting point is based on the concept of dilemmatic space, which has been further developed into controversial space in this article. We think that controversial issues are constructed in a specific social context, which affects how principals position themselves. The results demonstrate how the principals need to navigate in three different controversial spaces in relation to loyalty, management and values. We can see the principals’ controversial spaces as an expression of a challenging position that requires one to take many interests into account. Doing so in a preschool characterized by a strong egalitarian culture makes leadership a challenge. In this context, many leadership actions risk being perceived as controversial, even if they are a natural part of being a principal.

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  • 244.
    Rantala, Anna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Heikkilä, Mia
    Åbo Akademi University.
    Boundaries Between Conflicts and Abusive Treatments in Preschool Practices?2021In: ECER Programmes, 2021Conference paper (Refereed)
    Abstract [en]

    According to the Swedish School Act (SFS, 2010: 800), preschools, as well as other educational providers, have an assignment to work actively to prevent discrimination and harassment. It is every child’s right to be in a school context which is safe and without any form of discrimination or harassment. Every preschool in Sweden have an obligation to make an annual planning in which preventive and remedial work shall be described. According to the School Act, the abusive treatments that are discovered must be reported to the principal without that the action being valued.

    Teachers need to be able to identify behavior that can be seen as abusive treatments. It is also necessary to distinguish abusive treatments from other social interactions such as conflicts.

    The purpose of this study is to increase the knowledge of how formulated plans to counter abusive treatments can act as a support in preschool practice, and support teacher in making this distinction.

    Previous research concerning the area of ​​abusive treatments in preschool is limited. One reason for that may be that preschool children are not seen capable of performing abusive treatments (Kirves & Sananiemi, 2012). Nevertheless, researchers show that this can still happen in preschool (e.g. Camodeca, Caravita & Coppola 2015; Helgeland & Lund, 2016; Kirves & Sananiemi, 2012; Repo & Sajaniemi, 2015; Söderström & Löfdahl, 2017). Another reason for the lack of research may be that the concept is rooted in a school context and is difficult to contextualize in a preschool context (Söderström & Löfdahl, 2017).

    The fact that there are conflicts between children is made visible by different researchers, (e.g. Hellman, 2010; Rantala, 2015; Söderström & Löfdahl, 2017). Conflicts can be described in different ways, for example through exclusion (Löfdahl, 2014), but also that children fights and kicks (Hellman, 2010). Research shows that adults position themselves differently in conflict situations between children (e.g., Rantala, 2016; Ribaeus, 2014), which affects what responsibility children receive in the resolution of the conflict. Adults' views of children's conflicts also appear to be influenced by the gender of the children. For example, it is described that boys' lack of self-control, aggressiveness, outgoing behavior and violence has been normalized (Eidevald, 2009; Hellman, 2010).

    The results of the study reveal how abusive treatments are defined, described and exemplified in in quite similar ways. Many of the definitions, descriptions and exemplifications consistent with formulations in laws and other government documents.

    In most plans, abusive treatments are defined as conduct that violates a child's dignity. In some plans, the term is defined as an abuse or violation of its equivalence. In other plans the definition is linked to an imbalance in relationships or in power relations between individuals. In some plans, abusive treatments are described as an expression of power and repression.

    Abusive treatments are described as being both tangible, visible, more or less obvious but also hidden and subtle. It is described that they can be performed both physically (eg. punches, kicks), verbally (e.g. threats, slander, nickname, gibberish), psychosocial (eg. spreading rumors, grimaces) and by text and the image (e.g. chat, sms, mms, drawings, notes).

    In several plans, abusive treatments are described as it can affect both children and adults and both children and adults can perform such acts. In most plans it is said that it is the individual who decides whether he or she feels exposed or not, which then determines whether the behavior should be regarded as an abusive treatment or not. However, some plans describe that if adults give children a justified dismissal, it is not abusive treatments even if the child experience it that way.

    Method: In order to achieve the aim of the study and answer the research question, annually written plans to counteract abusive treatments has been collected and analysed. The data collection was performed by visiting all the 294 Swedish municipalities' websites. On the website pages that presented preschools the plans were searched for and the first five preschools’ websites were visited. The choice of documents was based on a criterion-based selection with two criteria. The first was that the document would be named Plan for counteract abusive treatments or that the content would be the same. The second criterion was that the document should be valid at the time of data collection (spring 2019). The material, which consists of 89 plans from the same number of Swedish municipalities, have been analyzed with qualitative content analysis (Cohen, Manion & Morrison, 2007) based on how abusive treatments are defined, described and exemplified. The concepts of abusive treatment and conflicts have guided the initial coding of the plans. The next step of the analysis was to find patterns in the plans following the first step. The next step was to link this to a theoretizarion of juridical- and didactic logic which was a result of the second step. This will be presented further.

    Expected Outcomes: The plans define, describe and exemplify abusive treatments based on a juridical logic. However, how this is separated from everyday conflicts is not clear and needs to be further discussed. For example, the plans describe that physical abusive treatments may be that children are fighting. In previous research this can be termed as a conflict (e.g. Hellman, 2010). The boundary between abusive treatments and conflicts is not clear. It is also possible to consider whether the boundary is drawn differently depending on the gender of children. Can the normalizing picture of boys' conflicts (Eidevald, 2009; Hellman, 2010) affect their behaviors to be seen more as conflicts while girls who act in similar ways are seen as abusive treatments? The result also makes it clear that it is the individual's experience that decides whether the behavior should be seen as an abusive treatment or not. This may not be problematic if children can talk about their experience (Söderström & Löfdahl, 2017). However, children, especially young children, in preschool may have more difficulty with verbally conveying their experiences. Monks and Smith (2006) also describe that young children have a more one-dimensional understanding of the concept of bullying which could also may apply to the concept of abusive treatments. If children cannot communicate or understand what is ok to be exposed to, it may be up to the teachers in the preschool to interpret the children's experiences. By not having a clear definition of what should be seen as abusive treatments that can be distinguished from other social interactions in preschool practice such as conflicts, it can be problematic to decide when acts should be reported or not. Writing plans for the work to counteract abusive treatments could be effective, but with a mission that is contextualized in another context can be complex.

  • 245.
    Rantala, Anna
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Heikkilä, Mia
    Åbo Akademi, Finland.
    För vem finns planer att motverka kränkningar och diskriminering i förskolan?2022In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 42, no 2, p. 194-210Article in journal (Refereed)
    Abstract [en]

    The aim is to discuss in what ways annually written plans regarding preschool could support the work to counteract abusive treatment and discrimination. The empirical material consists of 89 documents. The result shows three different forms of plans; rendering-, descriptive- and analysis-based plans where the former completely lack of contextual anchoring. The results are discussed in relation to Ball’s concepts performativity and fabrications. This article discusses how performative control, including ability to measure, evaluate and compare preschools, can influence the teachers to fabricate the content. This study can give further knowledge of how these plans can be understood and for whom they are written.

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  • 246.
    Rantala, Anna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Heikkilä, Mia
    Faculty of Education and Welfare Studies, Åbo Akademi University, Vasa, Finland.
    The gap between juridical and pedagogical discourses concerning preventing and countering abusive treatment in preschool policy documents2023In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 31, no 5, p. 811-825Article in journal (Refereed)
    Abstract [en]

    The basic idea of a Swedish preschool is that it is a place where children can learn and experience growth in a variety of areas, not least in the social area. According to the Education Act all preschools must annually document and evaluate planned work to prevent and remedy abusive treatment. The aim of this article is to analyse if and how the discursive gap between the juridical and pedagogical assignments given to preschools in national policy documents becomes visible in local policy plans concerning the prevention and remedy of abusive treatment. The empirical material consists of 89 documents. The result makes it clear that the juridical and pedagogical discourses contain a gap in local policy plans, making it unclear whether a juridical perspective or a pedagogical perspective on abusive treatment is to be used when preventing and remedying abusive treatment in practice.

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  • 247.
    Rantala, Anna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Johansson, Ida
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Sociology.
    Leffler, Eva
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Om det otänkbara händer: ledarhandlingar vid krishantering2024In: Rektors förmågor i centrum: att omsätta kunskap till handling / [ed] Magnus Larsson; Anna Rantala; Helene Ärlestig, Malmö: Gleerups Utbildning AB, 2024, p. 189-203Chapter in book (Other academic)
  • 248.
    Rantala, Anna
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Wester, Maria
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Konsten att ge konstruktiv återkoppling vid verksamhetsobservationer2024In: Rektors förmågor i centrum: att omsätta kunskap till handling / [ed] Magnus Larsson; Anna Rantala; Helene Ärlestig, Malmö: Gleerups Utbildning AB, 2024, p. 241-255Chapter in book (Other academic)
  • 249.
    Rantala, Anna
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Wester, Maria
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektorers ledarskap på en digital arena2021In: Att jobba som rektor: om rektorer som professionella yrkesutövare / [ed] Björn Ahlström, Gunnar Berg, Marcia Håkansson Lindqvist, Frank Sundh, Lund: Studentlitteratur AB, 2021, 1, p. 209-220Chapter in book (Refereed)
  • 250.
    Rantala, Anna
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Österlind, Malin
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Kommentar av Anna Rantala och Malin Österlind2024In: Rektorers yrkesidentitet och yrkestrygghet / [ed] Gunnar Berg; Marcia Håkansson Lindqvist; Christer Wede; Frank Sundh, Lund: Studentlitteratur AB, 2024, 1, p. 211-214Chapter in book (Other academic)
234567 201 - 250 of 313
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