I have in this thesis analysed the government school settlement of June 7. 2013 and law nr. 409, which were adopted after the lockout of the teachers in the spring of 2013, and now regulates the teacher's working hours. As a school leader I'm naturally preoccupied with how the new school management will be implemented, and what this means for my own role as a school leader. I have asked myself the question, whether the adoption of the new government school settlement is an expression of a new school management, and if so, what implications will the new school leader role and the administration have for the implementation of the government school settlement? I have in this thesis observed the management conditions, which arise as a result of the government school settlement. What meets the eye is a school, in which the teachers are no longer dependent on taking in to account the centrally provided working hour rules when managing, planning and organising. Now the school leaders must organise the schools in a whole new way. But this also sets higher demands for reflection and strategy about how to manage the schools after the government school settlement. Management by objectives, with few clear goals and simplifications of rules, is a new important management concept, which must ensure, that the academic level of students, as well as teachers and pedagogues, increases and constantly develops. I have analysed the government school settlement based on Niklas Luhmanns system theory. Through my work with the system theory it has become clear, that every time I see something, there is always blind spots. This means that I’m basically blind to see, that I can’t see, what I can’t see. But with a second order observation I’m aware of this issue, and I’m able to see the blind spot of a first order observation. I have studied how this is expressed in the government school settlement to be able to illustrate the incidental consequences and challenges, which the government school settlement results in for the school leader. The fact, that management must now be run on outcome instead of time, demands a new and different management of the government school, which imply a new role for the school leader, which I have decided to analyse from three distinctions respectively; management as pedagogical, management as objectives and management as strategy, but I could also have picked others. It hasn't been explicated from the political system, what kind of new and different management we are dealing with. Through my empirical studies I have shown, that there are many different ideas, of what the new school management should be capable of. This openness in the social dimension, with a lack of transparency in the cause dimension shows the paradox, which 'the new school leader' has to master. Whether the implementation of the government school settlement will succeed at Glostrup government school, will largely depend on, how members of the school connect with the time- and role construction, which follows from the government school settlement.
|Educations||Master of Public Governance, (Executive Master Programme) Final Thesis|
|Number of pages||52|