Successful school principalship in Danish schools

Lejf Moos (The Danish University of Education, Copenhagen, Denmark)
John Krejsler (The Danish University of Education, Copenhagen, Denmark)
Klaus Kasper Kofod (The Danish University of Education, Copenhagen, Denmark)
Bent Brandt Jensen (The Danish University of Education, Copenhagen, Denmark)

Journal of Educational Administration

ISSN: 0957-8234

Publication date: 1 December 2005

Abstract

Purpose

Aims at conceptualizing and investigating the meaning of good school principalship within the space for manoeuvring that is available within the context of Danish comprehensive schools. The paper aims to present findings from case studies of two Danish schools within the frame of reference.

Design/methodology/approach

Outlines the educational context for the Danish schools and gives a short account of the point of departure for the analysis. The perspective in this study is that leadership is about communication, decision making and community building at several levels in schools. In the beginning of the project a series of interviews with stakeholders in those schools was conducted. That formed the basis for the accounts of the first two schools. Later on a number of key stakeholders in the schools were observed and interviewed and that is the basis for the account of the third Danish school.

Findings

The findings show that whilst there is a high degree of consensus amongst the schools and the stakeholders, there are also different points of view. Also shows a pattern of successful leadership communication and community building.

Originality/value

An investigation of the importance and contribution of the principal to the quality of education in Denmark.

Keywords

Citation

Moos, L., Krejsler, J., Kasper Kofod, K. and Brandt Jensen, B. (2005), "Successful school principalship in Danish schools", Journal of Educational Administration, Vol. 43 No. 6, pp. 563-572. https://doi.org/10.1108/09578230510625665

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Publisher

:

Emerald Group Publishing Limited

Copyright © 2005, Emerald Group Publishing Limited

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