Mid Sweden University

This article reports and discusses a study starting from general

knowledge of the importance of school leadership and previous

research on the impact of principal turnover. It arrives at the

conclusion that principal turnover constitutes a critical,

practice-disturbing, and practice-changing event in the local

school organisation. The aim of this study is to examine how

local school practices change during principal turnover and to

characterise how such change unfolds across different

dimensions of practice. Drawing on the theory of practice

architectures and 497 unique free-text responses from a

questionnaire distributed to school staff and parents/guardians

in five Swedish municipalities, the analysis shows how

leadership transitions affect not only the practice of leading but

also a range of interconnected practices within the local

education complex. The findings link principal turnover to

changes in the semantic, physical, and social dimensions of these

practices, highlighting their significance for various 

stakeholders. Among those most affected by these changes are

students with special educational needs and newly arrived

students, who appear particularly vulnerable to the effects of

principal turnover.

 Research topic and aim

This study explores how school principals in Sámi contexts in Norway and Sweden understand and take account of Sámi cultures in their leadership practices, and the complexities and opportunities that arise from leading in Sámi contexts. Despite legal frameworks protecting Indigenous rights, school leaders often lack the knowledge, confidence, and culturally sensitive practices needed to support Sámi education and lead in Sámi contexts (Lund, 2023; Jones et al., 2025). There is limited awareness of the specific needs and aspirations of school communities situated in Sámi districts, and dominant discourses on educational leadership in both countries largely exclude Sámi perspectives. National Principal Training programmes in Norway and Sweden offer no guidance on Indigenous education (Jones et al., 2025), reflecting broader systemic unawareness (Lund & Öztok, 2025). This research is timely and relevant for Nordic educational research for two key reasons. First, Norway,Sweden, and Finland are actively engaged in Truth and Reconciliation processes with Sámi peoples, and education has been identified as a central arena for realising these commitments. Second, the study contributes novel insights to an underexplored field, potentially informing the development of leadership practices that support reconciliation and Indigenous inclusion in education.

Theoretical framework

The study is grounded in Indigenous and critical leadership theories. Hohepa (2013) argues that school leaders are pivotal in driving positive change for Indigenous communities, noting that “educational leadership has been identified as a key factor in raising achievement, particularly among Indigenous and other minoritised pupils” (p.628). Trimmer et al. (2021) highlight the role of leadership in fostering both measurable outcomes and deeper cultural understanding, stating that “leadership influences development of genuine understanding and acknowledgement of Indigenous ways of knowing within the 417school” (p.21). Da’as (2024) positions school leaders as social agents who shape values, promote inclusion, and resist unjust structures. In Sámi contexts, this means standing up for Indigenous rights and perspectives within systems where majority rule often dominates (Lund, 2023).

Methodology/research design

The study employs a qualitative design, using focus groups with principals working in Sámi educational contexts in Norway and Sweden. These discussions will explore how Sámi perspectives are acknowledged and acted upon in school leadership, how consultations with Sámi communities (SFS 2022:68 §5) are conducted, and how principals navigate both challenges and opportunities in their roles. The research will pay particular attention to the ways in which principals interpret and enact their responsibilities in relation to Truth and Reconciliation commitments.

Expected results

The study is expected to reveal significant gaps in principal training and support regarding Sámi education, alongside examples of promising practices and leadership strategies. The research will contribute to policy and practice by identifying key areas for development in leadership training, and by offering recommendations for how school leaders can support Truth and Reconciliation processes through culturally grounded leadership. Ultimately, the study aims to inform a more equitable and inclusive approach to educational leadership in Indigenous contexts.

I Sverige arbetar rektorer i små skolor nära lärare, föräldrar och lokalsamhället, men saknar ofta sammanhang för professionellt lärande. Nätverk för skolledare i rurala miljöer kan främja likvärdig utbildning. Ett rektorsnätverk för små utbildningsenheter undersöks här utifrån adaptivt ledarskap, där distans till verksamheten och ledarens roll i att skapa förutsättningar för lärande betonas. Genom två fall – fjärrundervisning i moderna språk och mentorskap mellan rektorer – studeras hur nätverk stödjer adaptivt ledarskap. Resultatet visar att rektorsnätverket bidrar till rektorers adaptiva ledarskap och en ökad kvalitet på utbildningen för barn och elever i små rurala skolor och förskolor.

Abstract: In Sweden, headteachers in small schools work closely with teachers, parents and the local community, but often lack opportunities for professional development. Networks for school leaders in rural areas can promote educatio-nal equity. This study examines a headteachers’ network for small educational units from the perspective of adaptive leadership, emphasising the leader’s distance from day-to-day operations and their role in creating conditions for learning. Through two case studies – distance learning in modern languages and mentoring between headteachers – the study examines how networks support adaptive leadership. The results show that the headteachers’ network contributes to adaptive leadership and to improved quality of education for for children and pupils in small rural schools and preschools.

 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.

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 paper explores the dynamics of voice and authority in research, particularly focusing on theinclusion of Sámi perspectives. It critiques conventional knowledge production, which oftenmarginalizes Indigenous voices, and advocates for a more equitable approach. Through ethnographicexamples, the authors highlight the challenges and responsibilities of researchers working withinIndigenous contexts. The paper calls for a decolonization of research practices, emphasizing the needfor genuine collaboration and the amplification of marginalized voices to foster a more inclusiveacademic discourse. This approach aims to transform the processes of knowledge creation anddissemination, ensuring all voices are valued.

 The Swedish and Norwegian curricula for vocational education (VET) in electrical and energy technology show both similarities and differences that are important to consider in order to meet future labor market needs. Both countries emphasize sustainability and environmental considerations in their education, which is crucial for preparing students for the green transition. In Sweden, the Electrical and Energy Program is divided into different packages with specific credits for general subjects, program-specific subjects, specializations, and individual choices. Norway has a more integrated structure with common core subjects and program subjects that cover a certain number of hours per year. An important difference is that Sweden uses the term "renewable energy" in some courses within energy technology. At the same time, Norway includes renewable energy as part of the subject energy and control systems. Assessment in Sweden is course-based, while Norway has a more integrated assessment of competence goals.To ensure that vocational education can match the labor market needs, it needs to become more responsive and integrate digital technologies to support workforce transition. The educational programs should also include a deeper understanding of Environment, Health, and Safety (EHS) to warrant that the workforce is well-prepared for environmental and safety requirements. Local educational initiatives are important to adapt education to regional labor markets, especially in rural areas such as Jämtland and Trøndelag. Collaboration between educational institutions, industries, and policymakers is crucial to meet future demands. Pilot projects and co-development between different actors are important to create new or alternative narratives and influence institutional decisions. By addressing these needs and consequences, educational systems can better prepare the workforce for the challenges and opportunities of the green transition. In summary, both the Swedish and Norwegian curricula focus on sustainability and the environment, but there are differences in structure (e.g., economy, teacher competence), terminology, and assessment methods that can affect how well they meet future labor market needs.

 Den svenska och norska läroplanerna för yrkesutbildning inom el- och energiteknik visar både likheter och skillnader som är viktiga att beakta för att möta framtidens arbetsmarknadsbehov. Båda länderna betonar hållbarhet och miljöhänsyn i sina utbildningar, vilket är avgörande för att förbereda eleverna för den gröna omställningen. I Sverige är El- och energiprogrammet uppdelat i olika paket med specifika poäng för gymnasiegemensamma ämnen, programgemensamma ämnen, inriktningar och individuella val. Norge har en mer integrerad struktur med gemensamma kärnämnen och programämnen som omfattar ett visst antal timmar per år. En viktig skillnad är att Sverige använder begreppet "förnybar energi" i vissa kurser inom energiteknik, medan Norge inkluderar förnybar energi som en del av ämnena energi och styrsystem. Bedömningen i Sverige sker i kurser, medan Norge har en mer integrerad bedömning av kompetensmål. För att yrkesutbildningen ska kunna matcha arbetsmarknadens behov behöver den bli mer responsiv och integrera digitala teknologier för att stödja arbetskraftens omställning. Utbildningsprogrammen bör också inkludera en djupare förståelse för miljö, hälsa och säkerhet (Enviroment, Health, and Safety, EHS) för att säkerställa att arbetskraften är väl förberedd för de miljömässiga och säkerhetsmässiga kraven. Lokala utbildningsinitiativ är viktiga för att anpassa utbildningen till regionala arbetsmarknader, särskilt i landsbygdsområden som Jämtland och Trøndelag. Samarbete mellan utbildningsinstitutioner, industrier och beslutsfattare är avgörande för att möta framtida krav. Pilotprojekt och samutveckling mellan olika aktörer är viktiga för att skapa nya eller alternativa berättelser och påverka institutionella beslut. Genom att adressera dessa behov och konsekvenser kan utbildningssystemen bättre förbereda arbetskraften för de utmaningar och möjligheter som den gröna omställningen medför. Sammanfattningsvis har både de svenska och norska läroplanerna ett starkt fokus på hållbarhet och miljö, men det finns skillnader i struktur (bl.a. ekonomi, lärarkompetens), terminologi och bedömningsmetoder som kan påverka hur väl de möter framtidens arbetsmarknadsbehov.

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.

This chapter explores strategies for teacher retention in the Australian and Swedish education systems, with a focus on career progression as a critical factor. Through a comparative analysis of Highly Accomplished and Lead Teachers (HALTs) in Australia and the förstelärare (first teacher) reform in Sweden, the study reveals limitations in both approaches to addressing the complex realities of teachers' career trajectories, particularly regarding gender. The Australian HALTs standards have seen limited uptake, while teachers continue to prioritise postgraduate qualifications for career advancement. In Sweden, the förstelärare reform has yielded mixed results in retaining teachers and addressing shortages. The analysis underscores the need for a more nuanced and holistic approach to teacher retention that accounts for gendered career paths and various life stages. This chapter argues for moving beyond policies that solely focus on classroom retention, towards supporting diverse and flexible career pathways that allow for professional growth and changing life circumstances. Strategies such as job-sharing and mentoring are presented as promising, complementary, and easily implementable solutions to retain teachers through different career stages. By examining these two contrasting policy approaches, the chapter provides unique insights into the challenges and opportunities in teacher-retention efforts. It emphasises the importance of creating sustainable and attractive career paths that benefit not only teachers but also the students and communities they serve, ultimately contributing to more sustainable education systems. 

“Why is it so difficult to get the Sami teachers to come to staff meetings?” asked one school leader inNorway. Imbued with frustration and suspicion, this question highlights the difficulties with ongoingreconciliation work with Sami peoples in schools in Norway and Sweden, confirmed by our experiencesas educators of school leaders and by an exploration of existing policy and literature. There is a lack ofunderstanding of the needs and interests of school communities situated in Sami districts. Dominantknowledge about school leadership in Norway and Sweden takes no account of Sami perspectives andschool leaders are not afforded opportunities to develop the necessary culturally sensitiveunderstandings. We propose that researchers should focus more on the vital work of school leaders,seeking to create knowledge and practices which support, rather than hinder, reconciliation.