Learning for Leadership
Permanent link
https://hdl.handle.net/10037/10471Date
2016Type
Journal articleTidsskriftartikkel
Peer reviewed
Abstract
How do participants in the National Leadership Education for School Principals conceptualize school
leadership, and how has their participation in the program affected them as leaders? These are the
questions analyzed in this article, based on data from a student cohort comprising 63 students. We
have analyzed one of their portfolio texts and their responses to an electronic open-question
survey. Findings are discussed in the light of school leadership theories, Mintzberg's (2009)
triangular theory of leadership and a graded concept of theory (Ertsås & Irgens, 2016).
Participants conceptualize school leadership as a complex practice exercised by knowledgeable role
models, whose leadership is focused and transparent, rooted in common core values, sound working
relations, bent on improving student learning. A variety of elements in the program have
contributed to developing participant concepts of leadership. The fusion of strong theory and
practical experience seems to have played a predominant role. Our findings contrast criticisms of
management education programs in the international literature. Our analyses are based on
participant self-reports, which restricts the scope of our conclusions. There is a need for further
research on the links between leaders’ espoused conceptualizations of leadership and
their actual leadership practice.
Description
Published version. Source at https://www.journals.uio.no/index.php/adno/article/view/3930