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School Management: Norwegian Legacies Bowing to New Public Management

Author

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  • Arild Tjeldvoll

    (University of Oslo, Norway)

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.

Suggested Citation

  • Arild Tjeldvoll, 2008. "School Management: Norwegian Legacies Bowing to New Public Management," Managing Global Transitions, University of Primorska, Faculty of Management Koper, vol. 6(2), pages 177-205.
  • Handle: RePEc:mgt:youmgt:v:6:y:2008:i:2:p:177-205
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    More about this item

    Keywords

    school; management; training; education; reform policies; pedagogy;
    All these keywords.

    JEL classification:

    • I - Health, Education, and Welfare
    • O - Economic Development, Innovation, Technological Change, and Growth

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