Joint principalship: A potential support for democratic practice in schools
2016 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 1654-2290, E-ISSN 2245-0157, Vol. 2, no 1, 1-11 p.Article in journal (Refereed) Published
The aim of this paper is to discuss the apparent loss of potential for enhancing democratic practice in schools.The findings of previous research about joint principalship stand in contrast to recent changes to the law thatregulates the work of principals. Three examples of successful joint principalship were used as illustrations toilluminate how joint principals may support democratic practice by influencing teachers and pupils. In theseexamples, several qualities of the ways of working and their consequent achievements emerged: thecoordinating process between the principals, productive sharing, role models, the importance of relationshipsand the focus on pedagogic issues. In each of the three examples, joint principalship was found to promotedemocratic practice by serving as a model of democratic cooperation. The conclusion is that the currentEducation Act weakens the possibility of achieving one of its own main goals the ‘democracy assignment’ by hindering the practice of joint principalship.
Place, publisher, year, edition, pages
2016. Vol. 2, no 1, 1-11 p.
co-principalship, democratic practice, Education Act, joint leadership, school, shared leadership
Research subject Education
IdentifiersURN: urn:nbn:se:su:diva-134123DOI: 10.3402/nstep.v2.31681OAI: oai:DiVA.org:su-134123DiVA: diva2:1010171
ProjectsDelat ledarskap - en alternativ berättelse
FunderForte, Swedish Research Council for Health, Working Life and Welfare