Extensive research has been done on leadership in the school system, but the nature of the concept's variations makes it difficult to grasp what good teacher leadership consists of. Teacher-student relationships are a fundamental part of teachers' professional practice and their significance for school practice cannot be neglected. A large part of the research on teachers' leadership is aimed at how leadership should be conducted through the organization of the classroom, towards an effective study environment. The question that arises in this study is instead how teachers' relational leadership is perceived and valued from the students' point of view. The purpose of the study is thus to investigate the importance of relational leadership from students' perspectives. This is done by interviewing six students from year two at a Swedish high school, and the empirical material is thereafter compared to a pre-constructed ideal type of relational leadership using PeRL. Through this approach, the study intends to contribute to the field of research on teacher leadership by examining and elucidating its relational dimension. Results suggest that teachers' relational leadership is highly important for students, and that students have a slightly different approach to relationships in school compared to research on the field. Furthermore, the study concludes that students must be involved in the discussion about the purpose of education to a greater extent, and that the conversation about teacher leadership should play a more prominent role at the school policy level.

Lärarkompetens rymmer såväl ämneskunskap och didaktisk färdighet, som ledarskap och relationell kompetens. Syftet med denna studie är att öka förståelsen för hur gymnasielärare uppfattar betydelsen och utvecklingen av relationell kompetens i sin yrkesroll utifrån följande frågeställningar: •Hur uppfattar gymnasielärare den relationella kompetensens betydelse i sin yrkesroll? •Hur uppfattar gymnasielärare att den relationella kompetensen utvecklas? Data har samlats in genom fyra semistrukturerade kvalitativa intervjuer. Analysen har genomförts utifrån modeller över lärarkompetensens yttre formella perspektiv och det inre personliga perspektivet. Resultatet visar att i mötet med eleverna blir den relationella kompetensen central och vilket i sin tur förutsätter en reflekterande och etisk dimension. När personliga erfarenheter och värderingar vävs samman med yrkesmässig kunskap kan läraren utveckla en autentisk yrkespersonlighet. Det sker över tid, i praktiken, tillsammans med kollegor och inom den gemensamma professionen. / Teacher competence holds content knowledge as well as didactic skills, leadership and relational competence. The aim of this study is to increase understanding of how upper secondary school teachers perceive the meaning and development of relational competence. Research questions: •How do upper secondary teachers perceive the significance of relational competence in their professional role? •How do upper secondary teachers perceive the development of relational competence? The research uses four semi-structured qualitative interviews. The analysis has been conducted based on models of teacher competence's external formal perspective and the inner personal perspective. The findings show that in interactions with students, relational competence becomes central and presupposes a reflective and ethical dimension. When personal experiences and values are integrated with professional knowledge, the teacher can develop an authentic professional personality. This happens over time, in practice, in collaboration with colleagues, and within the shared profession.

No / The chapter explores a practical approach to place leadership within what is increasingly acknowledged as a wicked problem. County lines and drug trafficking take place within complicated landscapes as multi-agency leaders, including police leaders, develop innovative solutions based on dialogue and relational approaches to this crucial wicked issue. Recent evidence on the scale of vulnerable individuals and groups inhabiting so called ‘left behind’ places provides testament to this 21st Century social policy problem (Addidle and Liddle, 2020). The many competing and contradictory conceptualisations of the phenomena of vulnerability leave place leaders with dilemmas on how to prioritise, operationalise and respond to such placed-based problems (Addidle and Liddle, 2020). Extant literature on place leadership remains largely at the economic level of analysis and based on growth models, but public leadership literature is more extensive and recent work has added to our understanding of the social contexts of place leadership within the public realm. Our key aim in this chapter is to add theoretical, empirical and policy insights to existing understandings, with a specific focus on crime and county lines.

Canadian statistics on patient safety in acute care hospitals are alarming. Hospital safety concerns are not isolated to patient safety. Occupational safety is also important. With increasing shortages of nurses, stress in the work place is growing. Nurses report high levels of absenteeism of 14.5 days per year. The importance of a just and fair culture and the role of nurse leaders have been emphasized in safety literature. Although deemed important, studies of nurse leaders and patient outcomes are limited. The influence of interactional justice in the workplace on nurse and patient safety has not been studied. The purpose of this study was to test and refine a model developed from the literature which explains the impact of perceived interactional justice, relational leadership, and quality of nurse manager – clinical nurse relationships on the nursing work environment and ultimately patient and nurse safety outcomes. The model was tested on a random sample of 266 Ontario acute care registered nurses. Findings indicated the model reasonably fit the observed data, however could benefit from further refinement. The addition of 2 pathways (span of control to nurses’ intent to leave and number of medication errors to nurse emotional exhaustion) and trimming of the insignificant paths improved the overall model fit. The resulting model indicates that resonant leadership style and interactional justice improves the quality of nurse leader-nurse relationships which in turn improves quality of the nurses’ work environment and safety climate. A positive safety climate led to a decrease in the number medication errors and nurses’ intentions to leave their unit. A higher quality work environment predicted lower nurse emotional exhaustion. Additionally, higher numbers of medication errors led to an increase in nurse emotional exhaustion. This suggests that distress may be associated with making a medication error or fear of consequences. As well, larger manager spans were associated with less nurse intent to leave. As the span increased, the number of support personnel also increased. Contrary to other research findings, this result suggests that supportive personnel may mitigate the effect of large manager spans of control on nurses’ intent to leave their units.

Canadian statistics on patient safety in acute care hospitals are alarming. Hospital safety concerns are not isolated to patient safety. Occupational safety is also important. With increasing shortages of nurses, stress in the work place is growing. Nurses report high levels of absenteeism of 14.5 days per year. The importance of a just and fair culture and the role of nurse leaders have been emphasized in safety literature. Although deemed important, studies of nurse leaders and patient outcomes are limited. The influence of interactional justice in the workplace on nurse and patient safety has not been studied. The purpose of this study was to test and refine a model developed from the literature which explains the impact of perceived interactional justice, relational leadership, and quality of nurse manager – clinical nurse relationships on the nursing work environment and ultimately patient and nurse safety outcomes. The model was tested on a random sample of 266 Ontario acute care registered nurses. Findings indicated the model reasonably fit the observed data, however could benefit from further refinement. The addition of 2 pathways (span of control to nurses’ intent to leave and number of medication errors to nurse emotional exhaustion) and trimming of the insignificant paths improved the overall model fit. The resulting model indicates that resonant leadership style and interactional justice improves the quality of nurse leader-nurse relationships which in turn improves quality of the nurses’ work environment and safety climate. A positive safety climate led to a decrease in the number medication errors and nurses’ intentions to leave their unit. A higher quality work environment predicted lower nurse emotional exhaustion. Additionally, higher numbers of medication errors led to an increase in nurse emotional exhaustion. This suggests that distress may be associated with making a medication error or fear of consequences. As well, larger manager spans were associated with less nurse intent to leave. As the span increased, the number of support personnel also increased. Contrary to other research findings, this result suggests that supportive personnel may mitigate the effect of large manager spans of control on nurses’ intent to leave their units.

Denna studie undersöker ledarskapets betydelse för arbetsgrupper inom fältet boendestöd för personer med neuropsykiatrisk funktionsvariation, med fokus på det relationella ledarskapet och utifrån en socialkonstruktivistisk teori. Varför och hur ledare får komplexa verksamheter att fungera väl och med god kvalitet, för både brukare och personal, är frågor som legat till grund för arbetet. Studien är kvalitativ och bygger på intervjuer med fem boendestödjare och fem chefer, verksamma i fyra olika verksamheter. Resultatet visar att boendestödjarna och cheferna har en samsyn om att god kommunikation inom verksamheten och gemensam målbild kan förbättra stödinsatserna, men att dessa förutsättningar inte alltid finns. Resultatet belyses med hjälp av Karaseks och Theorells teori om krav-kontroll-stöd. I diskussionen jämförs chefernas och boendestödjarnas perspektiv på det relativa ledarskapet och huruvida resultatet indikerar samband mellan faktorer som kommunikation, motivation och trivsel för boendestödjare och chefer. Faktorer som påverkar om man vill vara kvar i boendestödjaryrket diskuteras också, samt att studien inte kan belägga ovan nämnda samband, men uppmanar till vidare forskning på området. / This study examines the importance of leadership for working groups in the field of housing support for people with neuropsychiatric disabilities, focusing on relational leadership. Issues such as how and when leaders get a complex structure to work well and with good quality, for both users and staff, are issues that are the basis for the work. The study is qualitative and based on interviews with five housing assistants and five managers, active in four different activities. The results shows that the residents and managers have the consensus that good communication within the issues of work and common target image can improve support efforts, but this is not always done. The result is illustrated by Karaseks and Theorell's theory of demand-control-support. The discussion section compares the perspectives of leaders and housing supporters on the importance of relative leadership and that the outcome indicates relationships between factors such as communication, motivation and well-being for housing supporters and managers. Factors that affect if you want to stay in the housing support profession are also discussed, and that the study can not cover the above-mentioned relationship, but calls for further research in the field.

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Denna studie syftar till att undersöka faktorer som främjar studiero för elever i behov avsärskilt stöd. Fokus är på att undersöka hur skolpersonal beskriver studiero, samt attidentifiera de specialpedagogiska förhållningssätt som skapar studiero för elever i behov avsärskilt stöd. Studien har genomförts med kvalitativa metoder, och skolpersonal från två olikaskolor har intervjuats. Genom tematisk analys av insamlat material har återkommande temanoch mönster i relation till arbetet med studiero identifierats. Resultaten framhäver betydelsenav att skapa en inkluderande och relationell skolmiljö där positiva kamratrelationer,samarbetslärande och relationellt ledarskap bidrar till en harmonisk och gynnsam atmosfär förlärande. Specialpedagogiska anpassningar spelade en avgörande roll för att möta elevernasindividuella behov, säkerställa delaktighet i utbildningen samt främja elevernaskunskapsinhämtning. Samtidigt visar resultatet att skolornas arbete med studiero varierar, medpåtagliga brister i systematik och samarbete. Slutsatsen betonar vikten av att införastrukturerade strategier för att främja studiero, baserade på en gemensam förståelse blandberörda parter. Hantering genom inkluderande och individanpassade tillvägagångssätt kanleda till förbättrad studiero. / The purpose of this study is to explore factors that foster a 'positive and peaceful studyenvironment' (Skolverket, personal communication, August 8, 2023) for students in need ofspecial support. The focus is on investigating how educational staff describe a positive andpeaceful study environment, and to identify challenges and opportunities that exist for specialeducational approaches within this context. A qualitative research method was used, andsemi-structured interviews with educational staff in two different schools were conducted. Athematic analysis of the data was performed, identifying recurring themes and patterns relatedto the creation and maintenance of a positive and peaceful study environment. The resultshighlight the importance of creating an inclusive and relational school environment, in whichpositive peer interactions, cooperative learning, and relational leadership contribute to aharmonious and favourable atmosphere for learning. Special educational adjustments played acrucial role in meeting the diverse needs of students and ensuring their complete participationin the learning process and promoting their academic development. At the same time, theresults show that the way schools work in relation to a positive and peaceful studyenvironment varies, and there are some shortcomings in terms of systematisation andcooperation. The conclusion emphasises the importance of implementing structured strategiesto promote a positive and peaceful study environment, based on a shared understandingamong stakeholders. Addressing these issues through inclusive and personalised approachescan lead to an improvement in creating a positive and peaceful study environment.

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