This study has focused development and management strategies at different levels within the school system in four Swedish municipalities. The overall aim of the study was to gain knowledge about how development is staged in municipalities where changes emerge without incentives, such as financial support from the state. The questions cancern how school development is conceived of at different levels in the school system, what role ICT plays in school development, and what strategies of management that prevail as regards the connection between ICT and school development. School development in the four municipalities has been analysed by using 1) Englund's three conceptions of school development over time; 2) Berg, Nytell & Söderberg's four types of management in Swedish schools that have been brought to the före <luring the 1990's; and 3) . House's three perspectives on school development. The study demonstrates that conceptions of school development vary in the four municipalities among administrators and school leaders, from interpreting development in a technological/scientific, rational perspective, to interpreting it in a political/cultural and democratic perspective. The philosophy behind management also varies between municipalities, and different pattems bave emerged, i.e., management may be directed by goals, rules, results, or"'frame factors. However, the teachers in all four municipalities demonstrate, with few exceptions, a common view about school change, irrespective of what philosophy of management is represented at administration and school leader leve!. In House's terms, the teachers seem to have a political/cultural perspective. One explanation rnight be that teachers are independent in their choice of instructional contents and methods.

The purpose of this study is to uncover and problematize how school management and senior teachers perceive governing and management of school development processes from a perspective of trust. The research questions are the following: “Which constructs of trust emerge among school management and senior teachers in governing and management of school development processes?” and “Which constructs of possibilities and challenges emerge among school management and senior teachers in governing and management of school development processes from a perspective of trust?” The study has a social constructivist design where a framework for evaluation of trust versus mistrust (the Trust/Mistrust matrix: TDM) was used in the analysis. Three themes for school development processes with constructs of trust emerged: (1) culture for school development, (2) the need for school development measures and (3) a learning organization. The empirical materials of the study consist of interviews with school management and senior teachers. The result indicates two ideas of what school development is; individual, subject-driven perspective and collective education-driven perspective are two parallel systems with different roles that arose without the organization realizing it. One implication for the future is to structure the organization for participation in school development processes for school management and teachers on all levels for access to the capacity of the collective. Teachers’ and managers’ autonomy is an aspect that is beyond the limitations of this study but may merit further investigation. / Syftet med studien är att synliggöra och problematisera hur skolledare och förstelärare uppfattar styrning och ledning av skolutvecklingsprocesser ur ett tillitsperspektiv. Frågeställningarna är följande: ”Vilka konstruktioner av tillit framträder hos skolledare och förstelärare i utsagor om styrning och ledning av skolutvecklingsprocesser?” och ” Vilka konstruktioner av möjligheter och utmaningar framträder vid skolledares styrning och ledning av skolutveckling ur ett tillitsperspektiv?” Studien har en socialkonstruktionistisk design där ett ramverk för utvärdering av tillit vs misstro, Trust/ Mistrust-matrisen: TDM använts vid analysen. Tre teman för skolutvecklingsprocesser med konstruktioner av tillit framträdde: (1) kultur för skolutveckling, (2) behov av skolutvecklingsinsatser och (3) en lärande organisation. Empirin i studien utgörs av intervjuer där skolledare och förstelärare intervjuats. Resultatet indikerar två föreställningar vad skolutveckling är; individuellt, ämnesstyrt perspektiv samt gemensamt, undervisningsperspektiv är två parallella system med olika roller som uppstått utan att organisationen är medveten om det. En implikation för framtiden är att i verksamheten organisera för delaktighet i skolutvecklingsprocesser för skolledare och lärare på alla nivåer för tillgång till kollektivets kapacitet. Lärares och ledares autonomi är en aspekt som utelämnats i denna studie men som kan finnas anledning att utforska vidare.

In our qualitative study, we have described what the after-school teacher and her double roles are about from the perspective of after-school teachers and school leaders. In the introduction and background, we have described the activity of the after-school centre and the role and operation of the after-school teacher. In our theoretical starting points, we have used a theory based on Gidden's theory of structuration, which Haglund further developed into various professional practices within the leisure-time centre’s activities. We have collected material by interviewing both school leaders and after-school teachers to find out how they perceive the after-school teacher’s role at leisure-time centre. In the results and analysis section, we have presented, explained, compared and interpreted all data collection. Finally, in the discussion section, we have discussed how the results relate to previous research. In summary, we have concluded in the study that the assignment can both be interpreted and look different depending on the workplace an after-school teacher is at. This is based on the role the after-school teacher chooses to assume, as well as how school leaders view and allocate the assignment. / I vår kvalitativa studie har vi beskrivit fritidshemmet samt fritidshemslärarens dubbla uppdrag utifrån fritidshemslärares och skolledares perspektiv. I inledningen och bakgrunden har vi beskrivit fritidshemmets verksamhet, samt fritidshemslärarens roll och uppdrag. Vi har i våra teoretiska utgångspunkter använt oss av en teori baserat på Giddens struktureringsteori, som av Haglund vidareutvecklats till olika yrkespraktiker inom fritidshemmets verksamhet. Vi har samlat in material genom att intervjua både skolledare och fritidshemslärare, för att ta reda på hur de uppfattar fritidshemslärarens roll. I resultat och analysavsnittet har vi presenterat, redogjort, jämfört och tolkat all datainsamling. Avslutningsvis har vi i diskussionsavsnittet diskuterat hur resultaten förhållit sig till tidigare forskning. Sammanfattningsvis har vi i studien kommit fram till att uppdraget både kan tolkas och se olika ut beroende på vilken arbetsplats en fritidshemslärare befinner sig på. Detta baserat på vilken roll fritidshemsläraren själv väljer att anta, samt hur skolledare ser på och fördelar uppdraget.

The advent of charter schools has been one of the biggest reform initiatives in the history of schooling in the US: charters have significantly altered the landscape of many of our country’s largest public-school systems (Bracey, 2002; Hassel, 2009; Hill, 2006). Recent studies have examined a number of aspects of charter school leadership; however, there has been little research on charter school chief executive officers (CEO). The CEO is a relatively new role that oversees the entire charter school or network and is almost always independent of the principal. This mixed-methods study examined the organizational dynamics of Philadelphia Charter School CEOs by using a survey, personal interviews, and quantitative data analysis to obtain information regarding all CEOs of Philadelphia. Interviews were focused on the CEO job role and day-to-day duties, CEO successes and struggles, and what prior experiences prepared CEOs for this role. The quantitative findings show two correlations: suggesting that male CEOs and CEOs of stand-alone schools are in charge of schools with higher school performance. Five common themes emerged across CEOs during interviews: loneliness, overconfidence, under preparedness, non-traditional career path, and having a prior work experience in the field of education was crucial to success. Lastly, it was discovered that certifications and prior education experience were not commonplace for current CEOs, 19 of the 64 CEOs in this study did not have prior education experience. / Educational Leadership

Diploma thesis "Media teaching at Czech schools: attitudes of school leaders to develop of media literacy" process the analysis of the current situation in the education of pupils in primary and secondary schools in the new issue of media literacy, figuring how it happens, what are the practices of school leaders - that determines how and where this discipline in schools is loaded, what leaders of schools achieve results and how they evaluated the contribution of the subject. The main target of this work is to analyze the current situation in Prague and neighbourhood and find the starting points for all who are interested in the topic, as well as defining the attitudes of school leaders to load new topics into school curricula. KEYWORDS: Media; Media Communication; Media Education; Media Literacy; Framework Educational Program; School Leader.

Abstract Educational leaders who have an awareness of social justice are those who advocate for and achieve more equitable schools. School leader preparation programs that focus on social justice may help to improve schools, systems, and society (Dentith & Peterlin, 2011; Boske, 2012; Marshall and Oliva, 2006; Shields, 2004, 2010, 2012). For the purpose of this study, social justice is defined as fairness in terms of distribution of wealth, social privileges and opportunities within society. Some school leaders experience transformative processes which increase their critical awareness or consciousness during their formal preparation. What is not known is the extent to which social justice and transformative learning are salient characteristics of leader preparation programs- even those with an explicit social justice focus. Informed by Capper, Theoharis, & Sebastian’s (2006) framework for preparing educational leaders for social justice, this explanatory case study for dissertation examined a single educational leadership preparation program with an explicit social justice focus to explore the ways in which social justice is operationalized. Data was collected from multiple sources, guided by the following research questions: How can a stated commitment to social justice and transformation (transformative learning) be operationalized in a graduate program of study? and What perceptions do graduates have of the operationalization of a social justice-oriented school leader preparation program? Data was collected via nine semi-structured one-on-one interviews as a primary source for capturing participants’ perceptions of the program and its impact. It examined the in-place curriculum, pedagogy, and assessments that participants felt contributed to their development as socially-just school leaders. In addition, participants shared aspects of the program which they feel most effectively promoted their own critical consciousness, knowledge and skills. This study also utilized data from print sources (program overview and course syllabi) to provide additional information about the program. This research adds to the scholarly discussion of educational leadership development (in theory and practice). It focuses on the processes of developing an understanding of diversity and equity during preparation of socially-just school leaders. Finally, there are suggestions for further development of Capper, et. al’s (2006) framework for preparing social justice school leaders. This further developed framework, informed by leaders in the field, should be used to guide the development, review and improvement of programs that prepare school leaders for social justice.

Catholic schools in the United States have experienced daunting challenges since Vatican II (1962-1965) with a 45% decrease in number attributed to decisions made by Church leaders. Traditionally led by religious, the National Catholic Education Association (2010) reported 97% of Catholic schools are now staffed by lay people. This research details the importance of Catholic schools to the evangelizing mission of the Church, defines the role of laity, and acknowledges a lack of programs that support lay Catholic principals. Past studies provide a snapshot of trends, list expected competencies, and compare their positions to public school counterparts. The literature review indicates little attention has focused on lived experiences of lay Catholic principals. This study presents the stories of six female Catholic principals in an effort to provide a greater understanding of the responsibilities associated with their roles. Using narrative case study design, this research reveals aspects of their lives, careers, and families as it pertains to their experiences as Catholic principals. Six major themes emerged from the analysis of data: (1) the unwavering link between the Catholic Church and school; (2) the call for leadership that deepens the faith of their constituencies; (3) the importance of building community as a dimension of the principal’s role as faith leader; (4) the requisite for principals to model faith in action; (5) the need for spiritual and professional development to support principals as faith leaders; and, (6) the negotiation of tensions in their personal and professional lives. Results provide a richer understanding of the complexity associated with lay leadership and informs the reader of areas in need of further research to assure the future of Catholic education in the United States. Specifically, findings suggest Church leadership structure programs that adequately prepare lay Catholic principals for their roles, perform studies focused on the multifaceted roles associated with Catholic school leadership, and create opportunities for spiritual and professional development for those who currently serve in these positions. The study confirms priests as the link between the Catholic Church and school, and suggests their preparation, as well as desire to oversee a Catholic school, as critical.

Synen på professionen grundlärare i fritidshem undersöks genom en kvantitativ undersökning där platsannonser med tjänster riktade mot lärare i fritidshem studeras. Vidare görs även en kvalitativ undersökning där rektorer intervjuas för att få ett skolledarperspektiv på fritidshemmet och lärarna som arbetar där. Studien syftar till att undersöka om en välavgränsad och sammanhållen yrkesidentitet är görlig utifrån de förväntningar som finns och de förutsättningar som ges och diskuterar hur betydelsen av dessa möjligheter och hinder kan tolkas utifrån relevanta makt- och professionsstudier. Trots alla försök till flexibilitet genom att försöka hitta sin plats i organisationens olika delar är det uppenbart svårt att skapa en välavgränsad och sammanhållen yrkesidentitet när många av arbetsuppgifterna inte kommer organiskt, sprungna ur ett fritidspedagogiskt perspektiv på lärande. Istället är de pålagor där den obligatoriska skolundervisningen är norm vilket innebär att fritidshemslärarna hamnar i underläge. / The view of the profession of primary school teachers in leisure centers is examined through a quantitative study in which job advertisements with services aimed at teachers in leisure centers are studied. Furthermore, a qualitative study is also conducted where principals are interviewed to get a school leader perspective on the leisure center and the teachers who work there. The study aims to investigate whether a well-defined and cohesive professional identity is feasible based on the expectations that exist and the conditions that are given and discusses how the significance of these opportunities and obstacles can be interpreted based on relevant power- and professional studies. Despite all attempts at flexibility by trying to find their place in the different parts of the organization, it is obviously difficult to create a well-defined and cohesive professional identity when many of the tasks do not come organically, sprung from a leisure pedagogical perspective on learning. Instead, they are levies where compulsory schooling is the norm which means that the primary school teachers in leisure centers ends up at a disadvantage.

What does it mean to be a school leader trying to improve chronic absenteeism at the high school level? Intervening with chronically absent high school students entails adapting existing practices designed for students in attendance, finding alternate ways to motivate students who simply are not there, and affording educational opportunity equitably to students whose voices and stories have largely been silenced, all against a landscape of increasingly rigorous and conflicting accountability pressure associated with chronic absenteeism, graduation rate, suspension rate and student achievement. While scholarship and dialogue pertaining to leadership responses to chronic absenteeism at the high school level generally support an emphasis on outreach and engagement with families, building relationships with students, affording students opportunities to recover credit, and connecting them to experiences that relate to the world of work after high school, scarce research focuses on the complex, dynamic role identities of the school leaders who innovate and implement these ad hoc responses, often without guidance from policy, and in turn, influence the experiences, outcomes and possibilities for chronically absent students. This current study investigated the ways that role identity components influenced the motivated actions of school and district leaders towards chronic absenteeism at the high school level. The study’s guiding questions were: (a) how do school leaders’ role identity components (i.e.., ontological and epistemological beliefs; purpose and goals; perceived action possibilities; self-perceptions and definitions) emerge and interact with each other to inform their actions regarding chronically absent high school students? (b) to what extent do the beliefs and perceptions of school leaders about supporting chronically absent students compare and contrast to the lived experiences of adults who were chronically absent students in high school? (c) to what extent do the beliefs and perceptions of school leaders about supporting chronically absent students compare and contrast to the lived experiences of parents and guardians of adults who were chronically absent students in high school? The guiding theoretical frame for this study is the Dynamic Systems Model of Role Identity (DSMRI; Kaplan & Garner, 2017). The DSMRI conceptualizes motivated action to be influenced by an actor’s dynamic and contextualized interpretation of his or her social cultural role, or role identity. According to the model, four multi-elemental components comprise an actor’s role identity: ontological and epistemological beliefs, purpose and goals, perceived action possibilities, and self-perceptions and definitions. These components are interdependent, irreducible, and reciprocally influencing each other, the behaviors and their meanings to the actor, and the future iterations of the actor’s role identity system. The study employed a narrative approach to investigate the school and district leaders’ motivated actions and the meanings they made of high school student absenteeism. Using Seidman’s (2013) protocol, I interviewed nine school leaders, five former students, and three parents who operated at a small, urban public school district in the Tri-State area about their past and present social-cultural roles concerning the meaning of they made of chronic absenteeism at the high school level. Additionally, I observed the nine school leaders and they provided artifacts and documents relating to chronic absenteeism. Transcribed interviews and the student focus group, as well as observations, documents and artifacts, were analyzed utilizing Saldana’s (2013) pragmatic eclecticism approach and Kaplan and Garner’s (2016) DSMRI Codebook and Analysis Guide. The results demonstrate how each school leader’s meaning of working with chronically absent students at the high school level, amidst an array of accountability pressures, has been incorporated into their dynamic role identity system within the sociocultural context, guiding their experiences, perceptions and actions. Despite their nuanced role identity systems - the participants come very different backgrounds with varied lived experiences and expertise in the domain, and reference different prior role identities and future role identities - the findings also highlighted common processes and content across Participant Roles (e.g., school leader, parent or student). This manifested distinctly in the themes reflecting school leaders’ actions changed in response to the system’s control parameter of accountability pressure, the ways school leaders communicated to parents and students about absenteeism, and the very different cultural meanings that students and parents gave to absenteeism and attendance than the cultural meanings and characteristics that school leaders largely experienced. These findings illuminate a complex, turbulent landscape comprised of school and district leaders, with myriad accountability systems to which they are beholden and their chronically absent students and families, all operating with multiple role identities that integrate with one another. The insights from this study can inform the work of educational leaders, educators and researchers who endeavor to intervene with the elusive problem of chronic absenteeism at the high school level. It may further guide educational leaders and policymakers who made decisions about the utility value of social-emotional learning that emphasizes exploration of identity for students, teachers, and leaders alike, as well as how outreach efforts are regarded and measured in school system outputs such as educator evaluation systems and professional development offerings. Importantly, this research aims to provide leaders with a tool for reflection on the importance of role identity as a lens to view their own professional practices and responses to challenging, complex problems in the domain such as chronic absenteeism. Moreover, when school systems were pressed to shut physically and adapt school services and instruction due to the COVID-19 pandemic, the existing, multidimensional consideration of attending school manifested in new meanings and barriers for students, parents and school leaders grappling with the issue of chronic absenteeism in a changing context. Finally, this research aims to contribute, in a small way, to improve educational opportunity for all students, including those experiencing complex barriers to attending school. / Educational Administration

No description available.