Skolestrukturers betydning for skole-ledelse: En analyse af meningsskabelse, delegering og specialisering i to forskellige skolestrukturer i Danmark
DOI:
https://doi.org/10.7577/nat.4458Emneord (Nøkkelord):
skolestruktur, skoleledelse, specialisering, delegering, autonomi, meningsskabelseSammendrag
Dette studie undersøger skolestrukturens betydning for ledelse set fra et skolechef perspektiv, og hvordan denne opleves som meningsskabende i et skolelederperspektiv. I løbet af de seneste tiår har mange danske kommuner med forskellige begrundelser ændret skolestrukturen, men der findes kun begrænset forskning, der belyser skolestrukturers betydning for skoleledelse. Studiet er et mixed methods design, hvor udgangspunktet er en kvantitativ genereret baseline med fokus på, hvordan skolechefer i Danmark vurderer en specifik kommunal skolestruktur. På basis af denne viden er der gennemført et kvalitativt studie baseret på individuelle- og fokusgruppeinterview samt interview-genererede fortællinger om ledelse i to cases repræsenterende, dels en traditionel-, dels en distriktsbaseret skolestruktur. Dermed har studiet et komparativt perspektiv. Studiets kvantitative analyser viser, at de to skolestrukturvarianter er funderet i forskellige styrings- og organiseringsprincipper med forskellige grad af ledelsesmæssig autonomi. Studiets kvalitative analyser viser, at delegering og specialisering i ledelse har forskellige muligheder indenfor de to typer af skolestrukturer. Studiet konkluderer, at den traditionelle skolestruktur gennem skoleledelsens meningsskabelse både kan hæmme og fremme muligheder for delegering og specialisering for ledelse, mens den distriktsbaserede skolestruktur i højere grad kan fremme delegering og specialiseringsmulighederne for ledelse. Således konkluderer studiet, at skolestruktur har forskellige konsekvenser for skoleledelsers meningsskabelse af ledelsesopgaverne.
Statistikk
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