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The purpose of this article is to expand knowledge on Swedish principals' professional development (PD) from the perspectives of superintendents. In particular, the article analyzes how superintendents understand and organize PD for principals.

Empirical data are derived from a strategic sample of ten (n = 10) superintendents. Transcribed interviews were analyzed in two steps. The first step was carried out inductively to identify prominent aspects of PD for principals. In the second step, the detected themes and categories were analyzed more deductively through the theoretical lens of learning in organizations.

The analysis revealed that the purpose of PD for principals and the principal leadership that must be nurtured from the perspective of superintendents spans a scale, from knowing what is already required to critically examining and exploring the unknown. In addition, the understanding of learning stretches from an individual enterprise to a collective activity. However, noteworthy differences between the superintendents were detected and organized into three ideal types.

Despite a profound research design and a careful selection of superintendents, the sample sets some limits because of the plurality within the decentralized Swedish school system.

The results can support strategies from superintendents, principals and educational authorities to build infrastructures that foster PD at different levels of school systems.

This article offers a novel perspective by analyzing principals' PD from the perspectives of superintendents.