Abstract
The purpose of this paper is to explore the expectations of and possible tensions in school leadership regarding the implementation of the 2014 Danish school reform and, by extension, to address emerging perspectives linking school leadership, learning and wellbeing. An analysis of central policy documents in the reform, as well as research reports examining the role of leadership in the implementation of the reform, offers insights into the new expectations of and tensions in school leadership. Drawing on theories of school leadership, the analysis highlights the various forms and aspects of school leadership that are at play in the reform. The analysis identifies expectations regarding school leadership, ranging from aspects of strategic leadership that focus on management by objectives and results, to aspects that are closer to teaching, such as curriculum and instructional leadership. It furthermore highlights barriers in realizing policy intentions of strengthening instructional leadership, such as impeding on pedagogical and curriculum leadership, which have traditionally been the domain of teachers. Meanwhile, the kind of leadership that can be practiced through data-based management by objectives and results seems to have been perceived as a more viable approach in the implementation of the reform. The paper provides an original contribution through its engagement with the tensions inherent to the specific ‘package of expectations’ and new demands on school leadership in the 2014 school reform.
| Originalsprog | Engelsk |
|---|---|
| Tidsskrift | Health Education |
| Vol/bind | 122 |
| Nummer | 3 |
| Sider (fra-til) | 335-349 |
| Antal sider | 15 |
| ISSN | 0965-4283 |
| DOI | |
| Status | Udgivet - mar. 2022 |
Emneord
- school leadership
- school reform
- learning
- wellbeing