Mittuniversitetet

Extended education is an emerging field and being the principal of School-Age Educare Centers (SAEC) does not only mean pedagogical, operational and administrative responsibility, it includes also the responsibility for the aspect of care provided to the children during their stay at SAEC. In the educational practice of SAEC staff with heterogenous professional background act in various learning environments. The principals' knowledge and perceptions of the SAEC is decisive in order to drive organizational educational change (Meyer et al., 2022). Leadership in SAEC seems to be more complicated than in school (Boström & Haglund, 2020). Research on principals' work in SAEC is sparse in Sweden (Glaés-Coutts, 2021; Jonsson 2018, 2021) and non-existent in Switzerland. On the other hand, there is extensive research on how prevailing discourses influence successful schools: if principals and staff embrace the same rules, norms and beliefs over time and if there is mutual cooperation (Lomos et al., 2011; Scheerens et al., 2007; Seashore & Murphy, 2017). Therefore, it is both important and relevant to study this field.

The objective for this study is to analyze and compare principals' perceptions of their mission with a focus on SAEC. The aim is to generate knowledge about this unexplored area and to compare the professional practice internationally.

The theoretical perspective is based in school improvement theory (Fullan, 2010; Bredeson, 2002). Critical parameters emphasized are structure, culture and leadership (Höög, & Johansson, 2014). Internal improvement capabilities which seem to be particularly important for school improvement are communication, cooperation, skills development and leadership (Björkman, 2008; Grissom et al., 2021).

In this study a comparative content analysis (Krispendorff, 2016) is used as research method to analyze and compare the principals’ views on SAEC and their leadership. This method allows us to draw meaningful sense-making processes (Weick, 1995) and comparisons to make inferences about the similarities and differences between the two contexts. The sample consists of twelve interviews with six principals in each country.

The preliminary results show a growing awareness of the pedagogical role as principal in Sweden, emphasizing the whole school day. This blurs the boundaries between the school and SAEC which becomes problematic for maintaining the distinctiveness of SAEC. In Switzerland, principals acknowledge their lack of professional knowledge on the function of SAEC and the workforce’s skills. Principals face the dilemma to mainly serve parental needs as a professional and empirical orientation. The results also pinpoint how cultural values, norms, or ideologies are reflected in principals’ perceptions about their leadership.

The educational importance of the study is to extend the principals’ vision on SAEC and view a child’s entire school day to serve its individual needs. The connection to the conferences theme is that quality for professional education for enhanced school effectiveness and improvement begins in principals' understanding and leadership of their mission.