ERIC Number: EJ1219867
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-354X
EISSN: N/A
Strengthening School Principals' Professional Development through Effective School Ownership in Norwegian Municipalities
Paulsen, Jan Merok; Hjertø, Kjell Brynjulf
International Journal of Educational Management, v33 n5 p939-953 2019
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A