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Grimm, F., Ärlestig, H. & Johansson, O. (2025). Working together towards school success in a rural school context: “It works well but we are not satisfied”. Journal of Educational Administration
Open this publication in new window or tab >>Working together towards school success in a rural school context: “It works well but we are not satisfied”
2025 (English)In: Journal of Educational Administration, ISSN 0957-8234, E-ISSN 1758-7395Article in journal (Refereed) Epub ahead of print
Abstract [en]

Purpose: The purpose of this paper is to extend knowledge of how school actors’ conditions, understandings, and priorities influence what is regarded as school success and successful principalship. Empirically, it is based on a detailed analysis of how school success and successful principalship is understood and acted in a rural Swedish school context.

Design/methodology/approach: Inspired by ecological system and complexity theories, together with protocols recently established in the International Successful School Principalship Project (ISSPP), we applied a mixed method approach combining half–structured interviews and a teacher-survey. In total we conducted 16 interviews with school leaders, teachers, students, parents, a superintendent, and a student counsellor.

Findings: The interviewed school actors emphasized the importance of trust and combining efforts to maintain sufficiently good academic results with respect for students’ needs and wellbeing. They described success in their school context as being built on cooperation and teamwork that preserves well-proven values and practices, with flexible, well-qualified teachers supporting students’ efforts to attain their individual goals while simultaneously seeking to widen their perspectives and knowledge.

Originality/value:  Previous research on principalship in rural schools has shown the importance of individual principals maintaining a high profile and closely cooperating with the surrounding community. We add nuance to this understanding of successful principalship by highlighting the value of principals focusing on teamwork, drawing on their schools’ existing culture and the surrounding community to create a stable learning environment for students, while striving to lead incremental changes.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2025
Keywords
school leadership; successful schools; successful leadership; rural schools; school development
National Category
Pedagogy
Research subject
educational leadership
Identifiers
urn:nbn:se:umu:diva-238930 (URN)10.1108/jea-11-2024-0376 (DOI)001487091600001 ()2-s2.0-105005091122 (Scopus ID)
Available from: 2025-05-16 Created: 2025-05-16 Last updated: 2025-06-18
Rantala, A., Ärlestig, H. & Larsson, M. (2024). Avslutande reflektioner: rektors förmågor i samspel och sammanhang. In: Magnus Larsson; Anna Rantala; Helene Ärlestig (Ed.), Rektors förmågor i centrum: att omsätta kunskap till handling (pp. 303-309). Gleerups Utbildning AB
Open this publication in new window or tab >>Avslutande reflektioner: rektors förmågor i samspel och sammanhang
2024 (Swedish)In: Rektors förmågor i centrum: att omsätta kunskap till handling / [ed] Magnus Larsson; Anna Rantala; Helene Ärlestig, Gleerups Utbildning AB, 2024, p. 303-309Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2024
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-240207 (URN)9789151110479 (ISBN)
Available from: 2025-06-13 Created: 2025-06-13 Last updated: 2025-06-16Bibliographically approved
Ärlestig, H., Larsson, M. & Rantala, A. (2024). Introduktion: förmågor i rektorsprofessionen. In: Magnus Larsson; Anna Rantala; Helene Ärlestig (Ed.), Rektors förmågor i centrum: att omsätta kunskap till handling (pp. 11-22). Gleerups Utbildning AB
Open this publication in new window or tab >>Introduktion: förmågor i rektorsprofessionen
2024 (Swedish)In: Rektors förmågor i centrum: att omsätta kunskap till handling / [ed] Magnus Larsson; Anna Rantala; Helene Ärlestig, Gleerups Utbildning AB, 2024, p. 11-22Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2024
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-240205 (URN)9789151110479 (ISBN)
Available from: 2025-06-13 Created: 2025-06-13 Last updated: 2025-06-16Bibliographically approved
Svedberg, L. & Ärlestig, H. (2024). Networking among deputy superintendents – window dressing or navigating complexity?. Educational Management Administration & Leadership
Open this publication in new window or tab >>Networking among deputy superintendents – window dressing or navigating complexity?
2024 (English)In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440Article in journal (Refereed) Epub ahead of print
Abstract [en]

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.

Place, publisher, year, edition, pages
Sage Publications, 2024
Keywords
Deputy superintendent, networks, layers of governance, managing complexity, professional space
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-228663 (URN)10.1177/17411432241268251 (DOI)001286097200001 ()2-s2.0-85200656460 (Scopus ID)
Available from: 2024-08-20 Created: 2024-08-20 Last updated: 2024-08-20
Leo, U., Ärlestig, H. & Johansson, O. (2024). Principal ownership towards increased teaching quality: the Swedish case. In: Christopher Day; David Gurr (Ed.), How successful schools are more than effective: principals who build and sustain teacher student wellbeing and achievement (pp. 247-267). Springer
Open this publication in new window or tab >>Principal ownership towards increased teaching quality: the Swedish case
2024 (English)In: How successful schools are more than effective: principals who build and sustain teacher student wellbeing and achievement / [ed] Christopher Day; David Gurr, Springer, 2024, p. 247-267Chapter in book (Other academic)
Abstract [en]

In Sweden as in many other countries, there is increasing segregation due to students' socio–economic background. This study aims to identify and nuance what successful school principalship looks like in a school situated in a low socioeconomic area. The school has, for several years, had a high turnover of principals and teachers in combination with low academic results among students. The study seeks answers on how leadership promotes teacher quality, academic emphasis, and equity in the organization to turn around a school and make success sustainable. Studying a school with students who have not yet received high academic grades means we look for other signs of success. We used a mixed methods approach for interviews and a survey for teachers based on the revised ISSPP protocol. The first priority of the principal was to restructure the school day and introduce common pedagogical models to improve teaching. After two years in the organization, the principal is now taking ownership and creating an inclusive agenda. There are many ongoing complex processes in the school, where the principal’s energy and initiative is crucial. One concern is how the principal can go deeper and wider, sustaining the momentum.

Place, publisher, year, edition, pages
Springer, 2024
Series
Studies in educational leadership, ISSN 1572-3909, E-ISSN 2543-0130 ; 28
Keywords
academic optimism, ownership, low socioeconomic context
National Category
Educational Sciences
Research subject
educational leadership
Identifiers
urn:nbn:se:umu:diva-229700 (URN)10.1007/978-3-031-62735-4 (DOI)9783031627347 (ISBN)9783031627354 (ISBN)
Available from: 2024-09-17 Created: 2024-09-17 Last updated: 2024-09-18Bibliographically approved
Larsson, M., Rantala, A. & Ärlestig, H. (Eds.). (2024). Rektors förmågor i centrum: att omsätta kunskap till handling. Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Rektors förmågor i centrum: att omsätta kunskap till handling
2024 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2024. p. 309
Keywords
rektorer skolledning ledarskap
National Category
Educational Sciences
Research subject
educational leadership
Identifiers
urn:nbn:se:umu:diva-228619 (URN)9789151110479 (ISBN)
Available from: 2024-08-20 Created: 2024-08-20 Last updated: 2024-08-21Bibliographically approved
Ärlestig, H. (2024). Ska vi arbeta för likvärdighet måste vi i större utsträckning se olikhet som en tillgång (1ed.). In: Niclas Rönnström; Olof Johansson (Ed.), Att rekonstruera skolor med stöd i forskning: om vägar till likvärdig utbidning (pp. 27-50). Natur och kultur
Open this publication in new window or tab >>Ska vi arbeta för likvärdighet måste vi i större utsträckning se olikhet som en tillgång
2024 (Swedish)In: Att rekonstruera skolor med stöd i forskning: om vägar till likvärdig utbidning / [ed] Niclas Rönnström; Olof Johansson, Natur och kultur, 2024, 1, p. 27-50Chapter in book (Other academic)
Place, publisher, year, edition, pages
Natur och kultur, 2024 Edition: 1
National Category
Educational Sciences
Research subject
educational leadership
Identifiers
urn:nbn:se:umu:diva-230191 (URN)9789127464865 (ISBN)
Available from: 2024-09-30 Created: 2024-09-30 Last updated: 2024-09-30Bibliographically approved
Liljenberg, M., Nordholm, D. & Ärlestig, H. (2024). The need for recognised educational infrastructures to support superintendents’ professional development. Professional Development in Education, 50(2), 333-346
Open this publication in new window or tab >>The need for recognised educational infrastructures to support superintendents’ professional development
2024 (English)In: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265, Vol. 50, no 2, p. 333-346Article in journal (Refereed) Published
Abstract [en]

This article aims to explore educational infrastructures for superintendents’ and deputy superintendents’ professional development and to analyse what kind of professional development these infrastructures bolster. The article builds on a qualitative case study focusing on the central municipal level in Sweden. Findings are based on data from digitally conducted interviews with superintendents and deputy superintendents. The results show that prevailing infrastructures mainly emphasise rational understandings of knowledge and people and practical skills, making it possible for superintendents to carry out their everyday tasks. To a lesser extent, infrastructures support questioning the taken-for-granted understandings on school leadership and challenge and reshape collective professional knowledge in partnership with other professionals. Therefore, the results indicate that theory and research are seldom used as a basis for professional development. In addition, the analysis also showed that superintendents’ professional development is more linked to personal initiatives and motivation rather than planned initiatives the municipal and/or state-level administration designed. The article concludes that infrastructure design, at different levels of the school system, must consider different approaches for professional development given the complexity of and expectations on superintendents’ work.

Keywords
Educational infrastructure, superintendent, professional development, Sweden
National Category
Educational Sciences
Research subject
educational leadership; education
Identifiers
urn:nbn:se:umu:diva-199416 (URN)10.1080/19415257.2022.2081249 (DOI)000800526000001 ()2-s2.0-85131207480 (Scopus ID)
Available from: 2022-09-15 Created: 2022-09-15 Last updated: 2024-05-10Bibliographically approved
Brauckmann, S., Pashiardis, P. & Ärlestig, H. (2023). Bringing context and educational leadership together: fostering the professional development of school principals. Professional Development in Education, 49(1), 4-15
Open this publication in new window or tab >>Bringing context and educational leadership together: fostering the professional development of school principals
2023 (English)In: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265, Vol. 49, no 1, p. 4-15Article in journal (Refereed) Published
Abstract [en]

Policy makers increasingly acknowledge that problems and challenges arising at the school level should be resolved on site. At the same time, the political expectation to delegate more responsibility to the individual school is rather heavily contrasted with the weak knowledge about how this new public management approach can be translated into successful leadership practices. Thus, considering that there is a close relationship between context and leadership, principal preparation programmes should be guided by a deeper examination of contextual factors. Against this background, we aim to critically examine existing views of practitioners and researchers on the challenge of establishing more context-sensitive school leadership preparation programmes in an era of New Public Management in Education. In doing so, we introduce the Swedish Model of principal preparation as an example for a more context-sensitive leadership preparation program. To that end, we argue that a differentiated perspective about contextual conditions and their role as facilitators or obstacles to effective leadership must be further explored. Moreover, school leaders should be encouraged to consider the relevance of such approaches to their own needs.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Professional development, school leaders, autonomy, context, Sweden, new public management, effectiveness, leadership preparation
National Category
Educational Sciences Political Science
Identifiers
urn:nbn:se:umu:diva-170166 (URN)10.1080/19415257.2020.1747105 (DOI)000524766100001 ()2-s2.0-85082949137 (Scopus ID)
Available from: 2020-04-28 Created: 2020-04-28 Last updated: 2023-01-11Bibliographically approved
Johansson, O. (2023). Centrum för skolledarutveckling - 30 år vid Umeå universitet: då, nu och framöver en text skriven för tidigare, nuvarande och kommande personal. Umeå: Umeå University
Open this publication in new window or tab >>Centrum för skolledarutveckling - 30 år vid Umeå universitet: då, nu och framöver en text skriven för tidigare, nuvarande och kommande personal
2023 (Swedish)Book (Other (popular science, discussion, etc.))
Abstract [sv]

Denna text "Centrum för skolledarutveckling - 30 år vid Umeå universitet- då, nu och framöver en text skriven för tidigare, nuvarande och kommande personal" som du håller i din hand har kommit fram genom diskussioner i olika grupper. En viktig grupp bestod av Leif Lundberg, Peter Högstadius och Olof Johansson. Vi samtalade och mindes olika saker och förhållanden kring de första åren.

En andra grupp ha bestått av Björn Ahlström, Helene Ärlestig och Olof Johansson. Vårt fokus i samtalet har legat på övergången från Rektorsutbildning (RUT) till Rektorsprogrammet (Rp) och Centrums utveckling i stort.

Hela manuset har sedan lästs av Björn Ahlström och Helene Ärlestig. I pennan har Olof Johansson hållit.

Vi hoppas att ni som tar er tid att läsa vår text ska finna den intressant och lärorik i förhållande till Centrum för skolledarutvecklings tillblivelse och utveckling under 30 år.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2023. p. 80
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-234395 (URN)
Available from: 2025-01-21 Created: 2025-01-21 Last updated: 2025-01-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1981-7806

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