Leadership for learning
Hvordan konseptualiserer deltakere i den norske rektorutdanningen skoleledelse, og hvordan har deres deltakelse i programmet pavirket dem som ledere? Disse sporsmalene drofter vi i denne artikkelen pa grunnlag av data fra en gruppe pa 63 studenter. Vi har analysert en av deres mappetekster og svar pa et elektronisk sporreskjema med apne sporsmal. Funnene droftes i lys av teori om skoleledelse, Mintzbergs (2009) triangulaere ledelsesteori og et gradert teorikonsept (Ertsas Irgens, 2016) Deltakerne konseptualiserer skoleledelse som en kompleks praksis utovd av kunnskapsrike rollemodeller, hvis lederskap er fokusert og transparent og for ankret i felles kjerneverdier, med gode relasjoner mellom kolleger og fokus pa elevenes laering. Deltakerne papeker at ulike elementer i rektorutdanningen har pavirket den maten de utover ledelse pa. Kombinasjonen av sterk teori og praktiske ovinger synes a ha vaert viktig. Funnene vare star i kontrast til den kritikken som har vaert rettet mot utdanning av ledere internasjonalt. Vare analyser bygger pa deltakernes selvrapportering. Dette setter grenser for hvilke konklusjoner vi kan trekke. Det er behov for mer forskning pa forbindelsen mellom skolelederes uttrykte handlingsteori og den ledelsen de praktiserer. Nokkelord: skoleledelse, lederutdanning, rektorutdanningen Abstract How do participants in the National Leadership Education for School Principals conceptualize school leadership, and how has their participation in the program affected them as leaders? These are the questions analyzed in this article, based on data from a student cohort comprising 63 students. We have analyzed one of their portfolio texts and their responses to an electronic open question survey. Findings are discussed in the light of school leadership theories, Mintzberg's (2009) triangular theory of leadership and a graded concept of theory (Ertsas Irgens, 2016) Participants conceptualize school leadership as a complex practice exercised by knowledgeable role models, whose leadership is focused and transparent, rooted in common core values, sound working relations, bent on improving student learning. A variety of elements in the program have contributed to developing participant concepts of leadership. The fusion of strong theory and practical experience seems to have played a predominant role. Our findings contrast criticisms of management education programs in the international literature. Our analyses are based on participant self reports, which restricts the scope of our conclusions. There is a need for further research on the links between leaders' espoused conceptualizations of leadership and their actual leadership practice. Keywords: school leadership, leadership education, National leadership education for school leaders