Conceptualizing Successful School Leadership in Norway
Political and Cultural Practices
Bibliographic Data
| ID | 22046013 |
|---|---|
| Authors | Ann Elisabeth Gunnulfsen (0000-0002-2406-9729, University of Oslo, corresponding author) |
| Year | 2023 |
| Volume | 13 |
| Issue | 8 |
| Pages | 787 |
| Publication date | 2023-08-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13080787 |
| OpenAlex | W4385483097 |
| Language | EN |
| Citations received | 2 |
| References cited | 26 |
Throughout the last two decades, successful school leadership has been subject to extensive research in Norway and comparisons across countries as part of the International Successful School Principals Project (ISSPP). This paper identifies and discusses how and why Norwegian research on the relationship between school leadership positions and governance regimes comes into play when defining terms such as “success” and “effectiveness”. A critical literature review establishes analysis and discussion as the basis for an improved understanding of the notion of success in ISSPP research in the Norwegian education policy context. The findings show that success is consistently attached to a collaborative, political, and democratic perspective, as well as trust, power, and the definition of quality in education. Furthermore, ISSPP studies of cases in the Norwegian context have contributed to the educational leadership field by positioning school leadership within a combination of local, national, and global political and cultural environments. The differences and similarities between countries that do not share a common cultural heritage or language must be considered. In particular, there is a need to discuss the relationship between national history and policy and the conceptualization of successful school leadership
Conceptualization · Corporate governance · Democracy · Educational leadership · Management · Norwegian · Pedagogy · Political science · Politics · Public relations · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Teacher Education and Leadership Studies
New Public Management and the Reform of Education
The growth and spread of large-scale assessments and test-based accountabilities
A typology of reviews
Governing Educational Spaces
Test-based accountability in the Norwegian context
Organisational arrangements, resources and tensions in the enactment of a renewed state curriculum
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |