<p>This paper uses evidence from a small-scale interview of five primary school principals within the Stockholm Municipality to examine their focus on student learning. To facilitate this analysis, four questions were addressed:</p><p>• What are the expectations principals have of learning for their students?</p><p>• Has there been a change in perception of learning in the 21st Century?</p><p>• How do principals think they have influence on student learning?</p><p>• How do principals see their role towards lifelong learning?</p><p>This thesis argues that we have to redefine learning for the 21st Century through emphasizing a more holistic approach to both teaching and learning and by paying more attention to learning outcomes. It explores contemporary trends in leadership education and connects them to the literature. In practice, the study uses two models, instructional leadership and transformational leadership, to integrate the the data collected. It proposes that school principals play a part in student learning through their roles of setting directions, developing people and developing the organisation.</p><p>The main results showed that the principals and vice-principals who participated in the study were aware of their roles in student learning. However, their roles were not immediately identifiable with a particular leadership style but a combination of styles. They realised that they did not encourage lifelong learning, which is an important component of 21st Century learning.</p><p>Key Words:</p><p>21st Century learning, lifelong learning, learning expectations, learning outcomes, leadership styles, instructional leadership, transformational leadership, cultural change leadership.</p>

This paper uses evidence from a small-scale interview of five primary school principals within the Stockholm Municipality to examine their focus on student learning. To facilitate this analysis, four questions were addressed: • What are the expectations principals have of learning for their students? • Has there been a change in perception of learning in the 21st Century? • How do principals think they have influence on student learning? • How do principals see their role towards lifelong learning? This thesis argues that we have to redefine learning for the 21st Century through emphasizing a more holistic approach to both teaching and learning and by paying more attention to learning outcomes. It explores contemporary trends in leadership education and connects them to the literature. In practice, the study uses two models, instructional leadership and transformational leadership, to integrate the the data collected. It proposes that school principals play a part in student learning through their roles of setting directions, developing people and developing the organisation. The main results showed that the principals and vice-principals who participated in the study were aware of their roles in student learning. However, their roles were not immediately identifiable with a particular leadership style but a combination of styles. They realised that they did not encourage lifelong learning, which is an important component of 21st Century learning. Key Words: 21st Century learning, lifelong learning, learning expectations, learning outcomes, leadership styles, instructional leadership, transformational leadership, cultural change leadership.