Leading and supporting: principals reflect on their task as pedagogical leaders of Swedish school-age educare

Abstract

ABSTRACT Principals in Sweden face leadership challenges as pedagogical leaders of School-age educare Centers (SAECs). This study examines how principals identify both professional development needs as well as challenges they face in supporting the SAEC teachers. The empirical data is based on reflections from 29 principals and vice-principals from four different municipalities in Sweden, which were analyzed using a framework for successful school leadership (Leithwood, K., A. Harris, and D. Hopkins. 2020. “Seven strong claims about successful school leadership revisited.” School Leadership & Management 40 (1): 5–22) and thematic analysis. Within the key areas for development three main themes were found: personal professional understanding of SAEC, building collaborative cultures within and between SAEC departments, and increasing student participation and engagement. The participants further identified specific challenges in supporting the SAEC teachers: building a culture of collaboration between SAEC and the compulsory school, structuring planning and collaboration, and improving assessment practices in SAEC.The results highlight how by not prioritizing the work in SAECs has impacted their ability to lead the program; they emphasize their need to improve and develop the SAECs and their desire to change their leadership priorities.