Headteacher as a Pedagogical Leader

A Comparative Study of Headteachers in Sweden and England

Bibliographic Data

ID8404297
AuthorsStephan Rapp (0000-0001-8325-1996, Jönköping University, corresponding author)
Year2010
Volume58
Issue3
Pages331-349
Publication date2010-09-14
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBritish Journal of Educational Studies (JOURNAL)
Journal identifiersISSN: 0007-1005 • E-ISSN: 1467-8527
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00071001003752229
OpenAlexW1997281661
LanguageEN
Citations received1
References cited11

This is a comparative study, drawing on data obtained from interviews conducted with headteachers, that compares the roles of Swedish and British headteachers as pedagogical leaders. For its analytical framework the study uses the qualitative research approach known as phenomenography and, in the context of the guiding legal documents related to education, examines the study's findings as frame factors and as tight and loosely coupled systems. Based on interviews with the study's subjects (five Swedish and five English headteachers), discernible differences were noted between Swedish and English headteachers in their roles as pedagogical leaders. Both groups are responsible for the administration and management of the school but, compared to the Swedish headteachers, their English counterparts have greater personal responsibility for the school's overall performance and are more focused on providing leadership in teaching and learning. In contrast, the Swedish headteachers had a greater separation of the two roles, with the headteacher taking responsibility for administration and leaving responsibility for teaching and learning to the teachers

Context (archaeology) · Pedagogy · Phenomenography · Qualitative research · School administration · Social science · Sociology · Collaborative Teaching and Inclusion · Educational Assessment and Improvement · Psychology · Teacher Education and Leadership Studies

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