School Leadership in Norway: Key Characteristics and Current Challenges

Abstract

This chapter discusses the role and practices of Norwegian school principals in a policy context of increased monitoring and regulation and in a context of dealing with value dilemmas related to upholding a focus on democracy and inclusion. Research has shown that Norwegian school principals work under a loyalty dilemma with increasing pressure to improve student outcomes, which does not always align with other pressing local priorities or the diverse needs of students and student welfare. The chapter (first/initially) describes how the Norwegian education system is built on democratic practices and inclusion and then presents the school principal’s role and position, responsibilities and governance expectations. Moreover, the chapter builds on a sco** review of research on the school principal’s role and practices in a changing policy context. The country report is based on national policy documents and findings from current Norwegian and international research concerning leadership and policy in schools. In the concluding remarks, we state that there is a large room for manoeuvre and discretion, which means opportunities to determine how policy initiatives should be dealt with in the school context. The school principal’s role is closely connected to social influence and relational bargaining as a strategy to promote social justice and student well-being, as well as the school’s academic results. The school principal’s discretionary role in promoting social justice and relational bargaining contributes to the knowledge relevant to the notion of a Nordic model of school leadership.