"Det er ingen av mine lærere som forkynner..." : grunnskolerektorers forståelse av egen rolle og eget handlingsrom i forbindelse med religions- og livssynsundervisningen

Abstract

This article is based on an empirical study focusing on how the headmasters in Norway understand their role of being put in charge of the compulsory education, and their freedom of action in connection with religious education. Their space of action is limited by the constraints laid down in the school's foundation documents, and of a traditionally autonomous teacher culture. The headmasters understand their role more as a leadership role than as an administrator role, and although they seldom attempt to influence the actual teaching directly, they pay close attention to what is happening in the RE lessons.