Numerous studies have explored teachers’ professional learning, yet ongoing efforts persist to understand the influence of leadership factors on this concept. This study aims to analyse the relationship between school principals’ instructional leadership behaviours, teacher leadership and teachers’ professional learning. A structural model was created and tested using data from 346 Turkish teachers. Results confirmed that teacher leadership behaviours mediate the relationship between principals’ instructional leadership behaviours and teachers’ professional learning. In contexts where principals demonstrate instructional leadership, teachers tend to exhibit more teacher leadership behaviours, fostering positive attitudes towards professional learning. Teachers engaged in teacher leadership behaviours prioritise activities enhancing their professional learning. This study concludes that the impact of instructional leadership on teacher leadership and professional learning hinges on principals’ implementation of instructional leadership and teachers’ integration of professional learning into their practices, contributing to leadership literature.
{"title":"Teachers’ professional learning: Do instructional leadership and teacher leadership make a difference in Turkiye?","authors":"Elif Dasci Sonmez, Necati Cemaloglu, Gulsah Kahraman","doi":"10.1177/17411432241280124","DOIUrl":"https://doi.org/10.1177/17411432241280124","url":null,"abstract":"Numerous studies have explored teachers’ professional learning, yet ongoing efforts persist to understand the influence of leadership factors on this concept. This study aims to analyse the relationship between school principals’ instructional leadership behaviours, teacher leadership and teachers’ professional learning. A structural model was created and tested using data from 346 Turkish teachers. Results confirmed that teacher leadership behaviours mediate the relationship between principals’ instructional leadership behaviours and teachers’ professional learning. In contexts where principals demonstrate instructional leadership, teachers tend to exhibit more teacher leadership behaviours, fostering positive attitudes towards professional learning. Teachers engaged in teacher leadership behaviours prioritise activities enhancing their professional learning. This study concludes that the impact of instructional leadership on teacher leadership and professional learning hinges on principals’ implementation of instructional leadership and teachers’ integration of professional learning into their practices, contributing to leadership literature.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"194 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/17411432241269408
Stina Jerdborg
Novice principals can easily recall how and why they became principals. Although transitioning from teacher to school principal is often experienced as daunting, few studies have examined the career trajectories of principals, either before or after becoming a principal. This qualitative empirical interview study investigates the life-span career trajectories of 14 novice principals in Sweden by investigating their pre-entry and entry stages to principalship. Their career trajectories are influenced by structural factors and aspects of their agency. The results show that their concerns pass several stages and that they either have applied to become a principal because they see value in being a principal per se, or they apply ‘away from being a teacher’, that is, to become a principal because teaching has become too stressful. Two paths were revealed, the first path approaches principalship as a practice and the second path approaches principalship as a project.
{"title":"Approaching principalship in Sweden: Novice principals’ recollections of their career trajectories","authors":"Stina Jerdborg","doi":"10.1177/17411432241269408","DOIUrl":"https://doi.org/10.1177/17411432241269408","url":null,"abstract":"Novice principals can easily recall how and why they became principals. Although transitioning from teacher to school principal is often experienced as daunting, few studies have examined the career trajectories of principals, either before or after becoming a principal. This qualitative empirical interview study investigates the life-span career trajectories of 14 novice principals in Sweden by investigating their pre-entry and entry stages to principalship. Their career trajectories are influenced by structural factors and aspects of their agency. The results show that their concerns pass several stages and that they either have applied to become a principal because they see value in being a principal per se, or they apply ‘away from being a teacher’, that is, to become a principal because teaching has become too stressful. Two paths were revealed, the first path approaches principalship as a practice and the second path approaches principalship as a project.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"17 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-10DOI: 10.1177/17411432241271559
Tony Bush
{"title":"School leadership and student outcomes: What do we know?","authors":"Tony Bush","doi":"10.1177/17411432241271559","DOIUrl":"https://doi.org/10.1177/17411432241271559","url":null,"abstract":"","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"9 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142176707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-02DOI: 10.1177/17411432241267873
Francisco Javier Gil-Espinosa, Iván López-Fernández, José Daniel Jiménez-García, Cristina Cadenas-Sanchez
School leadership plays an integral role in meeting educational quality standards. In recent years, the interplay between gender and leadership has emerged as a contentious subject of discussion. This study delves into how the gender of school principals influences their perception and administration of designated professional competencies. Engaging 470 school leaders from state-owned schools from Spain (Andalusia), this analysis uncovers notable distinctions in the leadership styles and approaches employed by male and female principals, underscoring the significance of acknowledging the cultural and societal backdrop. Our findings indicate a pronounced appreciation for competencies linked with collaborative and transformational leadership among female principals. This observation underscores the imperative for the development of inclusive educational policies that recognize and leverage gender diversity as a pivotal resource for augmenting leadership in educational settings. The study accentuates the essential need for the establishment of educational strategies and policies that not only discern gender differences but also valorize them, enhancing the caliber of leadership across educational frameworks.
{"title":"Gender differences in school leadership: Collaborative and task-oriented styles of principals in Andalusia, Spain","authors":"Francisco Javier Gil-Espinosa, Iván López-Fernández, José Daniel Jiménez-García, Cristina Cadenas-Sanchez","doi":"10.1177/17411432241267873","DOIUrl":"https://doi.org/10.1177/17411432241267873","url":null,"abstract":"School leadership plays an integral role in meeting educational quality standards. In recent years, the interplay between gender and leadership has emerged as a contentious subject of discussion. This study delves into how the gender of school principals influences their perception and administration of designated professional competencies. Engaging 470 school leaders from state-owned schools from Spain (Andalusia), this analysis uncovers notable distinctions in the leadership styles and approaches employed by male and female principals, underscoring the significance of acknowledging the cultural and societal backdrop. Our findings indicate a pronounced appreciation for competencies linked with collaborative and transformational leadership among female principals. This observation underscores the imperative for the development of inclusive educational policies that recognize and leverage gender diversity as a pivotal resource for augmenting leadership in educational settings. The study accentuates the essential need for the establishment of educational strategies and policies that not only discern gender differences but also valorize them, enhancing the caliber of leadership across educational frameworks.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"131 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142176708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1177/17411432241260946
Catherine Lee, Daniel Burman
This article explores the UK's first specific lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ+) leadership development programme in higher education. It assesses the programme's value for the participants, who comprised of 12 colleagues in academic and professional services roles in one English Post 92 University. The year-long programme offered leadership training, mentoring and networking to LGBTQ+ staff in aspiring to leadership roles. It adopted Whitmore's GROW coaching model and promoted authenticity in the workplace and authentic leadership. The article contends that leadership development initiatives for those with protected characteristics are important in an evolving higher education landscape which is ever more complex. Despite tensions with the concept of authenticity, the article is rooted in a post-structuralist theoretical framework that rejects essentialist views of gender and sexuality. Instead, it aligns with a Butlerian paradigm, where gender and sexual identities are diverse, fragmented and perpetually evolving in relation to others and within systems of power and knowledge. The leadership programme did not assume that LGBTQ+ individuals are intrinsically different from their heterosexual and cisgender peers. However, it developed in its participants, the insight to see that their distinct life experiences as an LGBTQ+ person in a hetero- and cisnormative society had given them a distinct set of attributes conducive to effective and authentic leadership.
{"title":"‘I have gained insight, direction, affirmation, and a network’. Examining the impact of the UK's first LGBTQ+ specific leadership development programme in higher education","authors":"Catherine Lee, Daniel Burman","doi":"10.1177/17411432241260946","DOIUrl":"https://doi.org/10.1177/17411432241260946","url":null,"abstract":"This article explores the UK's first specific lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ+) leadership development programme in higher education. It assesses the programme's value for the participants, who comprised of 12 colleagues in academic and professional services roles in one English Post 92 University. The year-long programme offered leadership training, mentoring and networking to LGBTQ+ staff in aspiring to leadership roles. It adopted Whitmore's GROW coaching model and promoted authenticity in the workplace and authentic leadership. The article contends that leadership development initiatives for those with protected characteristics are important in an evolving higher education landscape which is ever more complex. Despite tensions with the concept of authenticity, the article is rooted in a post-structuralist theoretical framework that rejects essentialist views of gender and sexuality. Instead, it aligns with a Butlerian paradigm, where gender and sexual identities are diverse, fragmented and perpetually evolving in relation to others and within systems of power and knowledge. The leadership programme did not assume that LGBTQ+ individuals are intrinsically different from their heterosexual and cisgender peers. However, it developed in its participants, the insight to see that their distinct life experiences as an LGBTQ+ person in a hetero- and cisnormative society had given them a distinct set of attributes conducive to effective and authentic leadership.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"36 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142176709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-23DOI: 10.1177/17411432241273748
Misaa Nassir, Pascale Benoliel
Principals indirectly impact the achievement of school goals and the development and improvement of the school. Drawing upon Role Theory, this study proposes to examine the direct and indirect relationship (through organizational commitment) between participative decision-making and school violence in the Arab educational system in Israel. The data were collected through a questionnaire returned by a two-stage cluster random sampling of 350 teachers randomly chosen from 70 elementary Israeli Arab schools. Data were collected from three sources: self-reporting (teachers and students) and non-self-reporting to minimize measure error. The structural equation modeling and bootstrap results highlighted the positive implications of participative decision-making on teachers’ organizational commitment in the Israeli Arab education system. The findings also showed teachers’ organizational commitment was correlated to school violence. That is, teachers’ organizational commitment fully mediates the relationship between participative decision-making and school violence. Implications for theory and practice are discussed.
{"title":"Participative decision-making in the Arab educational system in Israel: The implications for teachers’ organizational commitment and school violence","authors":"Misaa Nassir, Pascale Benoliel","doi":"10.1177/17411432241273748","DOIUrl":"https://doi.org/10.1177/17411432241273748","url":null,"abstract":"Principals indirectly impact the achievement of school goals and the development and improvement of the school. Drawing upon Role Theory, this study proposes to examine the direct and indirect relationship (through organizational commitment) between participative decision-making and school violence in the Arab educational system in Israel. The data were collected through a questionnaire returned by a two-stage cluster random sampling of 350 teachers randomly chosen from 70 elementary Israeli Arab schools. Data were collected from three sources: self-reporting (teachers and students) and non-self-reporting to minimize measure error. The structural equation modeling and bootstrap results highlighted the positive implications of participative decision-making on teachers’ organizational commitment in the Israeli Arab education system. The findings also showed teachers’ organizational commitment was correlated to school violence. That is, teachers’ organizational commitment fully mediates the relationship between participative decision-making and school violence. Implications for theory and practice are discussed.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"167 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142176740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-14DOI: 10.1177/17411432241269411
Eshetu Kibret Emiru, Mateb Tafere Gedifew
This study aimed to validate the Ethiopian version of the distributed leadership inventory (DLI-Eth) and evaluate its psychometric properties. The survey was administered to 714 randomly selected teachers. The data were subjected to data cleaning and preliminary analysis for normality and multivariate assumptions using SPSS version 23 with an extension of AMOS. Exploratory and confirmatory factor analyses were performed to identify the cluster of items and test model fit. The principal component analysis extraction method with varimax rotation revealed a significant four-factor solution. The four-factor structure accounted for 70.04% of the cumulative variance. The results showed that the proposed model met the acceptable model fit. The study concluded that the DLI-Eth is a good tool for measuring distributed leadership functions in Ethiopia. Moreover, this paper makes a practical contribution to future leadership investigators by providing a validated inventory to broaden our understanding of distributed leadership in a non-Western context.
{"title":"Exploratory and confirmatory factor analysis for validating a distributed leadership inventory for secondary schools in Ethiopia","authors":"Eshetu Kibret Emiru, Mateb Tafere Gedifew","doi":"10.1177/17411432241269411","DOIUrl":"https://doi.org/10.1177/17411432241269411","url":null,"abstract":"This study aimed to validate the Ethiopian version of the distributed leadership inventory (DLI-Eth) and evaluate its psychometric properties. The survey was administered to 714 randomly selected teachers. The data were subjected to data cleaning and preliminary analysis for normality and multivariate assumptions using SPSS version 23 with an extension of AMOS. Exploratory and confirmatory factor analyses were performed to identify the cluster of items and test model fit. The principal component analysis extraction method with varimax rotation revealed a significant four-factor solution. The four-factor structure accounted for 70.04% of the cumulative variance. The results showed that the proposed model met the acceptable model fit. The study concluded that the DLI-Eth is a good tool for measuring distributed leadership functions in Ethiopia. Moreover, this paper makes a practical contribution to future leadership investigators by providing a validated inventory to broaden our understanding of distributed leadership in a non-Western context.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"1 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142176741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-14DOI: 10.1177/17411432241268987
Lauri Heikonen, Raisa Ahtiainen
This study contributes to research on collective forms of leadership by exploring the interrelations between Finnish comprehensive schoolteachers’ perceptions of school leadership group's leadership practices and collaborative school development. The study was conducted in small and middle size municipalities ( N = 16) in Southern Finland. The results from a survey data ( N = 1030) showed that teachers who perceived their school's leadership group as acting coherently in line with shared values, also considered that there are clear goals for school development and practices for assessing the attainment of those goals. Teachers’ perceptions of participative leadership group practices were positively associated with perceiving a conversational environment and students’ engagement in school development work. Teachers having experience of working in the leadership group showed a stronger sense of shared responsibility for school development compared to teachers with no such experience. Overall, the study highlights the role of coherent and participative leadership practices of school leadership groups. Thus, school principals need to be trained and supported in organizing their leadership structures to enhance collaborative efforts of school development. As one of the first quantitative studies focusing on leadership groups, this article offers instruments for future research and informs policy about school leadership structures.
{"title":"Interrelations between teachers’ perceptions of school leadership group practices and collaborative school development in Finland","authors":"Lauri Heikonen, Raisa Ahtiainen","doi":"10.1177/17411432241268987","DOIUrl":"https://doi.org/10.1177/17411432241268987","url":null,"abstract":"This study contributes to research on collective forms of leadership by exploring the interrelations between Finnish comprehensive schoolteachers’ perceptions of school leadership group's leadership practices and collaborative school development. The study was conducted in small and middle size municipalities ( N = 16) in Southern Finland. The results from a survey data ( N = 1030) showed that teachers who perceived their school's leadership group as acting coherently in line with shared values, also considered that there are clear goals for school development and practices for assessing the attainment of those goals. Teachers’ perceptions of participative leadership group practices were positively associated with perceiving a conversational environment and students’ engagement in school development work. Teachers having experience of working in the leadership group showed a stronger sense of shared responsibility for school development compared to teachers with no such experience. Overall, the study highlights the role of coherent and participative leadership practices of school leadership groups. Thus, school principals need to be trained and supported in organizing their leadership structures to enhance collaborative efforts of school development. As one of the first quantitative studies focusing on leadership groups, this article offers instruments for future research and informs policy about school leadership structures.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"1 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142176742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-14DOI: 10.1177/17411432241272412
Rania Sawalhi, Abdrabo Soliman, Pamela S Angelle
In this study, we compared teachers’ perceptions in the United States and Qatar on the four dimensions of the Teacher Leadership Inventory (TLI) (Share Expertise, Share Leadership, Supra-Practitioner, and Principal Selection). Our analysis illuminated how teachers in both countries perceived the extent of teacher leadership and provided valuable insights into the differences between the two countries in each factor. Notably, we found statistically significant differences in all four factors of the TLI between the United States and Qatar, with a particularly large effect size in the Supra-Practitioner factor. The unique aspect of our study lies in comparing teacher leadership levels between two countries with vastly different contexts but surprisingly similar policy orientations regarding education. These findings have significant implications for policymakers, researchers, and practitioners, and we provide specific recommendations based on our results.
{"title":"Examining teacher leadership perceptions: A comparison between the United States and Qatar","authors":"Rania Sawalhi, Abdrabo Soliman, Pamela S Angelle","doi":"10.1177/17411432241272412","DOIUrl":"https://doi.org/10.1177/17411432241272412","url":null,"abstract":"In this study, we compared teachers’ perceptions in the United States and Qatar on the four dimensions of the Teacher Leadership Inventory (TLI) (Share Expertise, Share Leadership, Supra-Practitioner, and Principal Selection). Our analysis illuminated how teachers in both countries perceived the extent of teacher leadership and provided valuable insights into the differences between the two countries in each factor. Notably, we found statistically significant differences in all four factors of the TLI between the United States and Qatar, with a particularly large effect size in the Supra-Practitioner factor. The unique aspect of our study lies in comparing teacher leadership levels between two countries with vastly different contexts but surprisingly similar policy orientations regarding education. These findings have significant implications for policymakers, researchers, and practitioners, and we provide specific recommendations based on our results.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"9 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142176743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-07DOI: 10.1177/17411432241268251
Lars Svedberg, Helene Ärlestig
External networks among deputy superintendents seem to be an increasing phenomenon in a sector that faces a rapid change and a high working load. Is this the new way to learn and improve the organization or just a social gathering with little value? In this study, the significance of networking among deputy superintendents is explored. This group of middle managers is less studied compared to superintendents. The following questions have guided the study: How are their networks designed? What themes and issues do they focus on? What networks are considered relevant? The data for this study were collected through a survey of participants in a seminar series arranged by the Swedish National Professional Association for Superintendents. Networking appears to blend operational, personal, and strategic issues, intertwining practical matters with personal and professional growth to address present challenges and future requirements. Even if networking is seen as less formal it requires individual engagement as it is embedded in a process to become a professional space that benefits both the individual and the school organization. Networks appear to provide essential resources for navigating the complexities embedded in tangled logics and the frequently unpredictable processes that follow.
{"title":"Networking among deputy superintendents – Window dressing or navigating complexity?","authors":"Lars Svedberg, Helene Ärlestig","doi":"10.1177/17411432241268251","DOIUrl":"https://doi.org/10.1177/17411432241268251","url":null,"abstract":"External networks among deputy superintendents seem to be an increasing phenomenon in a sector that faces a rapid change and a high working load. Is this the new way to learn and improve the organization or just a social gathering with little value? In this study, the significance of networking among deputy superintendents is explored. This group of middle managers is less studied compared to superintendents. The following questions have guided the study: How are their networks designed? What themes and issues do they focus on? What networks are considered relevant? The data for this study were collected through a survey of participants in a seminar series arranged by the Swedish National Professional Association for Superintendents. Networking appears to blend operational, personal, and strategic issues, intertwining practical matters with personal and professional growth to address present challenges and future requirements. Even if networking is seen as less formal it requires individual engagement as it is embedded in a process to become a professional space that benefits both the individual and the school organization. Networks appear to provide essential resources for navigating the complexities embedded in tangled logics and the frequently unpredictable processes that follow.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"85 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141932928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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