Utdanna skoleleiar – nye spenningar?
DOI:
https://doi.org/10.5617/adno.2945Keywords:
Nøkkelord, Rektorutdanning, leiing, spenningar, handlingsromAbstract
Føremålet med studien er å auke kunnskapen om den norske rektorutdanninga ved å undersøkje korleis eit utval skoleleiarar beskriv kva nye spenningar dei opplever i leiarkvardagen sin etter at dei har gjennomført studiet. Gjennom analyse av fokusgruppeintervju og e-postintervju med skoleleiarar identifiserer vi tre område for spenningar. Vi beskriv desse som balanseøvingar som skoleleiarane opplever at dei må handtere i kvardagen. Den første er forventningar og nye krav, den andre er balansen mellom nærleik og distanse til lærarane, og den tredje handlar om å balansere ulike kompetansar. Det teoretiske rammeverket belyser perspektiv på leiing som individualistisk eller systemisk og korleis kopling mellom teori og praksis aukar profesjonsforståinga. Utvikling av fagspråk er eit sentralt element i dette. Ein av implikasjonane som blir løfta fram, er at rektorutdanninga bør bevisstgjere studentane på at ny kompetanse og endra forståing av leiarrolla kan gi nye spenningar.
Nøkkelord: rektorutdanning, leiing, spenningar
Abstract
This study aims at increasing our knowledge about the national school leadership program in Norway by investigating how school leaders describe new tensions they experience in their day-to-day practices after they have finished the program. Through analyses of focus group interviews and e-mail interviews with previous school leader students, three areas of tension are identified. These tensions are in this article described as balancing exercises. The first balancing exercise is situated between expectations and new demands, the second one is described as balancing between being close to and being distant from the teachers, and the third balancing exercise focuses on the situation where some school leaders have participated in training programs, while others have not. The theoretical framing of this investigation illuminates individualistic and systemic perspectives on school leadership and how connecting theory and practice may increase understanding of one’s own profession. The development of a professional language is central. One of the implications put forward is that the school leadership program should make the students aware of and focus on the fact that new competencies and changed understanding of the leadership role may give new school leaders new challenges.
Keywords: national school leadership program, leadership, tensions
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