Strengthening School Principals' Professional Development through Effective School Ownership in Norwegian Municipalities

Autor/inn/en	Paulsen, Jan Merok; Hjertø, Kjell Brynjulf
Titel	Strengthening School Principals' Professional Development through Effective School Ownership in Norwegian Municipalities
Quelle	In: International Journal of Educational Management, 33 (2019) 5, S.939-953 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-08-2017-0221
Schlagwörter	Principals; Faculty Development; Educational Environment; Predictor Variables; Administrator Education; Foreign Countries; Structural Equation Models; Leadership Effectiveness; School Districts; Municipalities; Superintendents; Trust (Psychology); Risk; Outcomes of Education; Teamwork; Norway + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Prädiktor; Ausland; Führungseffizienz; School district; Schulbezirk; Magistrat; Schulrat; Risiko; Lernleistung; Schulerfolg; Norwegen
Abstract	Purpose: The purpose of this paper is to investigate how school principals' leadership competence is enhanced by participation in municipal school district leader teams in the Norwegian context. Design/methodology/approach: The study investigated a field sample of 854 school principals working in 252 municipal school leader teams. Hypotheses were developed and tested by using multiple regressions and structural equation modeling; whereas individual- and group-level effects were tested using a hierarchical linear modeling approach. Moderator analyses where undertaken. Findings: The results indicate that a supportive group climate in school leader teams is the strongest predictor of the principals' learning outcomes. Moreover, trust to the superintendent and having a competent municipal school owner apparatus also predicted this form of professional development. Moderator analysis provides supplementary insights by showing that the positive effect of a trusting relationship to superintendents is contingent of a competent school owner. Research limitations/implications: The study reinforces the crucial importance of school superintendents creating a supportive and risk-free learning climate within their team of school leaders. The study underscores the importance of a competent school owner in Norwegian municipalities and the study places emphasis on a trusting relationship between school principals and their immediate superintendent. Practical implications: The study highlights the importance that school district administrators develop municipal school leader teams toward effective learning system through internal competence development and a supportive group climate. Originality/value: The study provides empirical evidence regarding the complex dynamics involved in the professional development of school principals in district leadership teams. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01