Mid Sweden University

 Projektet visar att små kommuner skulle vara betjänta av en sammanhållen insats

där hänsyn tas till rektorers engagemang och arbetsbelastning. Vidare behöver

den familjära kulturen hanteras som både tillgång och ibland som ett hinder, när

tillexempel roller sammanblandas. Den geografiska spridningen behöver tas i

beaktande i arrangerandet av insatsen, med möjlighet till korta digitala

avstämningar snarare än långa fysiska träffar. Utöver detta har vikarier setts som

en svårighet när det gäller insatser i små förskolor, vilket insatsen också behöver

ta hänsyn till.

Ovanstående slutsatser framkommer utifrån vårt forskningsprojekt om

möjligheter och begräsningar för statliga insatser i perifera förskolor. Projekt har

fokuserat på små förskolor vilka har varit med i den statliga insatsen Samverkan

för bästa förskola och skola (SBS). Dessa små förskolor ses som perifera i

förhållande till större förskolor som också ingår i den statliga insatsen för

skolutveckling. Begreppen centrum och periferi förstås i den här studien som en

relation mellan två parter där den större skolan är mer normerande än den andra

(jmf. Lund, 2023). Det empiriska materialet i vår studie omfattade åtgärdsplaner

och del- och slutrapporter från SBS-insatser samt intervjuer med personer som

deltagit i insatsen. Projektet avsåg att bidra med kontextfördjupande kunskap om

perifera förskolor i relation till förskolor förlagda i centralorter. Empirin är

indelat i två fall (fall 1 och fall 2). Tillsammans visar empirin att småskalighet

skapar både möjligheter och begränsningar, där fall 1 främst belyser

organisatorisk sårbarhet och fall 2 relationella och kulturella villkor i

vardagspraktiken. Tillsammans pekar de mot att hållbar utveckling i små

kommuner kräver både strukturell stabilitet och relationell bärighet, därutöver

vkrävs tydliga roller och forum kombinerat med gemensam riktning, tillit och

arbetssätt anpassade till små enheters förutsättningar.

This study examines Swedish principals' perceptions of their learnings and leadership development and identifies lasting changes to their leadership practices. Data were collected through a digital survey involving 66 novice principals who had previously participated in the National Principal Training Programme. The qualitative inductive content analysis revealed four key themes: (1) development of adaptive leadership, (2) enhanced communication capabilities, (3) improved preparedness for the unexpected, and (4) development of digital leadership. Principals reported that their experiences fostered adaptive and trust-based leadership, collaborative decision-making, and strategic crisis management. Enhanced digital competencies streamlined operations but challenged social cohesion. The findings highlight how adaptive leadership was key to navigating uncertainty, maintaining organisational stability, and fostering innovation during crises. The study suggests that principals' adaptive practices, initially developed in response to the pandemic, have become embedded in their leadership strategies, contributing to sustainable improvements in school practice. Implications for future research include exploring the long-term impact of these practices on educational outcomes, resilience, and leadership preparation programs across different national contexts.

This study explores the use of portfolios in preparing aspiring principals in Sweden. Forty postgraduate students used portfolios to document course content, reflections, and observations, assessed on themes like leadership, governance, and quality monitoring. Analysis showed strong foundational knowledge but limited development in reflection and practical application. Gender comparisons revealed minimal differences overall, though men reflected more on leadership, while women focused on resource management. The findings highlight portfolios’ value as both assessment and reflective tools, suggesting a need to enhance curriculum elements that support deeper reflection and real-world application in leadership education.

In recent years, principal turnover has attracted increasing scholarly attention in educational leadership, resulting in a growing body of research. While most studies have originated from the American context, with a small fraction exploring other countries, there is a gap in synthesising literature from an international perspective. This study addresses that gap by conducting a narrative literature synthesis spanning from 2009 to 2024. The aim of this study is to deepen the understanding of principal turnover from a broader international standpoint than previous literature reviews. This study investigates the causes and consequences, as well as the similarities and differences in turnover across countries. The results reveal emerging themes from 74 papers across 14 different countries, with more than half (42 of 74) being US-based. Despite the predominance of US-based research, similar definitions of turnover and negative consequences are reported internationally. Contextual factors, including school location and type, play a crucial role in turnover dynamics. For instance, rural contexts consistently demonstrate negative outcomes in both US and Chinese studies, whereas variations are observed within urban districts. In conclusion, this literature synthesis enhances our understanding of principal turnover by incorporating international perspectives and emphasizes the necessity for further research beyond the US. 

This study presents findings from a qualitative case study where principals (n = 193), studying a national principal training programme, participated in a study exploring novice principals’ perceptions of how their leadership was impacted during the recent Covid-19 pandemic. A model classification of stressful situations related to coping strategies was used as the theoretical framework for the study and used in the content analysis with a deductive approach. In small groups, the principals used a specific conversation model and discussed their experiences of how their leadership had been affected during the pandemic. The findings showed that principals identified a lack of clarity and situations linked to the adaption to new rules required over time when staff and student absenteeism were consistent challenges. The majority of situations that the principals described can be linked to unclear but affectable situations, where they had to make uncomfortable decisions but also provide security and solutions. Principals mainly used problem-oriented stress management strategies by searching for information, analysing and finding new solutions.

Purpose Empirical studies show that principals' identity and development are essential for successful leadership and positively influencing school results. Empirical arguments exist for continued research into principals' identities, as they can contribute to leadership development. Therefore, this study explored how principals' peer mentoring during training can help shape their leadership identity. The purpose of this study was to explore novice principals' professional socialisation and the shaping of leadership identity in Sweden during their participation in the mandatory principal programme. Design/methodology/approach This study used qualitative interviews with 35 novice principals participating in peer mentoring for professional development in Sweden's National Principal Training Programme (NPTP). Data were analysed using inductive analysis and a deductive approach based on a theoretical model of principalship.FindingsThe findings showed that novice principals describe peer mentoring as essential to the NPTP. Peer mentoring provides opportunities for sharing and discussing critical professional issues and wicked problems as a source of professional development and strengthens leadership identity. Practical implications The study's findings can be helpful for leadership preparation programmes globally and deepen the knowledge base on professional socialisation and the development of leadership identity. Originality/value The study's findings are valuable as they contribute from the Scandinavian context and add to the current knowledge base on professional socialisation and leadership identity in leadership training programmes for novice principals. Further, Saarukkas's (2017) model has been useful in illustrating these findings theoretically, extending the use of the model.

A growing body of evidence shows declining interest in principalship in many countries, including Sweden. This recruitment problem influenced the decision to establish the Swedish national pre-service preparation program, delivered by several universities. The purpose of the study is to examine aspiring principals’ expectations of one of these pre-service preparation programs and if their experience meets the government’s policy intention of professional socialization. A qualitative case study design was adopted, using a three-stage longitudinal approach to conduct the study with a baseline inquiry, a mid-program survey, and a post-program survey. The main conclusion of this study is that, in line with the Government’s intention, the program has met the participants’ expectations and experiences and provided them with enhanced knowledge and awareness to better understand the principal’s role. The participation and development of these individuals could be characterized as anticipatory socialization. The program seems to serve as a steppingstone toward a new role for several participants and a recruitment platform for new principals. One implication for practice is that the pre-service preparation program can serve as a professional knowledge base for becoming principals.