Navigating egalitarian culture and accountability pressures: shared instructional leadership practices of Danish school leaders

Abstract

Purpose

Our study presents insights from an exploratory qualitative case study conducted in three primary and lower secondary schools in Denmark, a country renowned for its collaborative and egalitarian culture, to unravel the complexities of shared instructional leadership.

Design/methodology/approach

Interviews with principals, middle leaders, and teachers and document analysis were used to identify themes according to shared and instructional leadership perspectives.

Findings

The study yielded three major findings. First, Danish principals structure schools to prioritize student learning outcomes and distribute responsibility to middle leaders and teachers. Second, reflection among teachers and leaders better prepares them for future demands and obligations. Third, collaboration underpins principals’ vision of reflection and professional development.

Practical implications

The research team’s reflection on the data collected can be used to build future strategies to address unpredictable student learning progression and poor-performing teachers.

Originality/value

Together, these findings contribute to the broader understanding of shared instructional leadership and demonstrate how principals face external pressure for accountability and how egalitarian culture influences principals’ practices.