dc.contributor.author | Abrahamsen, Hedvig Neerland | |
dc.contributor.author | Aas, Marit | |
dc.date.accessioned | 2024-01-29T07:29:57Z | |
dc.date.available | 2024-01-29T07:29:57Z | |
dc.date.created | 2023-10-06T10:12:17Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | International Journal of Leadership in Education. 2023, . | en_US |
dc.identifier.issn | 1360-3124 | |
dc.identifier.uri | https://hdl.handle.net/11250/3114187 | |
dc.description.abstract | Much current research emphasizes the importance of leadership as
an interactive activity in leading school change and improvement.
In the Norwegian context, there is growing interest in redesigning
the historical hierarchical leadership structure, with a single school
leader at the top to a more distributed leadership model that
includes several middle leader levels, including deputy heads.
While research has been conducted on middle leaders and distrib-
uted leadership as an interactive activity, few empirical studies to
date have investigated how changing leadership structures affect
the relation between leadership and power and how this situation
can influence deputy heads’ room for maneuvering. In this article
we use data from a Norwegian case to investigate deputy heads’
increased responsibility toward leading school change and
improvement and how these changes influence questions of
power. The analysis indicates that different forms of power influ-
ence deputy heads’ room for maneuvering. | en_US |
dc.language.iso | eng | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Deputy heads—leadership and power in change? | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |
dc.identifier.doi | 10.1080/13603124.2023.2258108 | |
dc.identifier.cristin | 2182339 | |
dc.source.journal | International Journal of Leadership in Education | en_US |
dc.source.pagenumber | 0 | en_US |