This thesis seeks to examine premises for school leadership through communication about the conception. The communication shows us that there are widely differing anticipations to what school leadership is – or should be. In this thesis I ask how school leaders can respond to these challenges. Based upon Niklas Luhmanns theory of social systems and communication and Michel Foucaults work on governmenality and power, the thesis shows how certain premises for leadership is established. Management, strategy and power seems to be the most important premises as it emerges in the communication on the modern societys public sector and school leadership. The analysis of the thesis consists of two parts. The first analysis presents a chronological development of the term ”school leader” and aims at defining the term by providing an overview of the articulation of school leadership. Furthermore it looks into recent publications on the subject. Throughout the last couple of years a significant part of the debate has evolved around developing school leadership. Danmarks Evalueringsinstitut made a report on School Leadership in 2006, two years later OECD published Improving School Leadership. This enhanced focus on school leadership interprets as a need for more research and greater development of the area. The second analysis is based upon 6 interviews with school leaders in Denmark. They respond to the expectations of management, strategy and power in terms of education, democracy and dialogue. The objects clause of the school has a fundamental signification in how school leaders manage. The conclusion of the thesis is that there is still a need for a strong development in the area of school leadership. To raise a debate about school leadership necessarily involves a need for understanding how to communicate about the subject in different codes.
|Educations||MSocSc in Political Communication and Managment, (Graduate Programme) Final Thesis|
|Number of pages||109|