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School Management: Norwegian Legacies Bowing to New Public Management

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  • Arild Tjeldvoll

    (University of Oslo, Norway)

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    Abstract

    The purpose of the study was to investigate the relevance of school management training programmes to current Norwegian education policies and strategies. A specific question was asked: How relevant is the teaching professors’ understanding of school management competence? The findings indicate a split understanding of policy relevant understanding of school management. A majority of respondents had an understanding of school management coherent with the national policies and strategies. A minority did not. They saw the headmaster primarily as a communicative facilitator for teachers’ work, and an ‘administrative caretaker’. In an international perspective the findings represent a Norwegian particularity. There is a collision between Norwegian anti-management legacies of running schools and the Government’s need for effective and accountable management. This may imply a slower speed of implementing educational reforms in Norway.

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    Bibliographic Info

    Article provided by University of Primorska, Faculty of Management Koper in its journal Managing Global Transitions.

    Volume (Year): 6 (2008)
    Issue (Month): 2 ()
    Pages: 177-205

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    Handle: RePEc:mgt:youmgt:v:6:y:2008:i:2:p:177-205

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    Related research

    Keywords: school; management; training; education; reform policies; pedagogy;

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