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Teachers leading teachers - understanding middle-leaders' role and thoughts about career in the context of a changed division of labour
Stockholm University, Faculty of Social Sciences, Department of Education.
Number of Authors: 22019 (English)In: School Leadership and Management, ISSN 1363-2434, E-ISSN 1364-2626, Vol. 39, no 3-4, p. 352-371Article in journal (Refereed) Published
Abstract [en]

This longitudinal study aims to create in-depth knowledge about the phenomena of middle-leadership and career in school by identifying (1) driving forces for seeking and maintaining middle-leading positions, (2) opportunities and difficulties in maintaining the middle-leading role over time, and (3) underlying thoughts of career disclosed in the respondents' expressions. Five different reasons for seeking middle-leading positions are identified and driving forces for maintaining the position are categorised as either internal reward/non-observable outcomes or external reward/observable outcomes. Furthermore, the results show that different types of difficulties arise in distinct phases and that middle-leaders' needs for support therefore vary over time. Additionally, the complexity of teachers'/middleleaders' career thinking clearly emerges, and implications for practice are discussed.

Place, publisher, year, edition, pages
2019. Vol. 39, no 3-4, p. 352-371
Keywords [en]
Middle-leadership, teacher leadership, career, division of labour, social and professional representations
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-172084DOI: 10.1080/13632434.2018.1536977ISI: 000476931500007OAI: oai:DiVA.org:su-172084DiVA, id: diva2:1344442
Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2019-08-20Bibliographically approved

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