School Management: Norwegian Legacies Bowing to New Public Management
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.
Volume (Year): 6 (2008)
Issue (Month): 2 ()
|Contact details of provider:|| Postal: Cankarjeva 5, SI-6104 Koper, PO BOX 345|
Phone: 05 610 20 00
Fax: 05 610 20 15
Web page: http://www.mgt.fm-kp.si
More information through EDIRC
|Order Information:|| Web: http://www.mgt.fm-kp.si Email: |
When requesting a correction, please mention this item's handle: RePEc:mgt:youmgt:v:6:y:2008:i:2:p:177-205. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Alen Jezovnik)
If references are entirely missing, you can add them using this form.