PRINCIPALS' LEADERSHIP IN HIGH PERFORMANCE SCHOOLS IN NORWAY
OLE PETTER VESTHEIM
Inspired by the theory of practice architectures (Kemmis et al., 2014), a theory concerning what practices consist of and are shaped by, this article seeks to examine school leadership as practice in high performance schools in Norway. Through interviews with principals at seven case schools, I examine what these principals cite as central in their leadership practices. A central goal for the study was to investigate and understand how leadership as practice was made possible through practice architectures. The result of the analysis led to three distinct categories: leadership as facilitating learning, leadership as building relationships and leadership as assessment of practice. Further, the study shows how these leadership practices are ecologically depended on each other.
Educational leadership, principal, school development, practice, practice architectures, qualitative research, interviews
OLE PETTER VESTHEIM (2018). Principals' leadership in high performance schools in Norway. International Journal of Teaching and Education, Vol. VI(1), pp. 85-102. , DOI: 10.52950/TE.2018.6.1.006
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