Understanding leadership and change in schools: expansive learning and tensions

Abstract

This study examines the effects of schools’ implementation of a new system for testing on student reading. Data on seven Norwegian primary schools were obtained through participant journals and interviews conducted throughout a period of five years. The analyses draw upon Cultural-Historical Activity Theory, especially the framework for expansive learning and contradictions. The findings reveal several discursive struggles in the interactions between the principals and teachers during the developmental process. The data analysis indicates that the initiatives to implement testing as a collective school practice were underlain by tensions concerning student learning (e.g. individual vs. collective testing), and teachers’ working conditions (e.g. individual vs. collective practice). Even though these tensions are short-term, they are part of a long-term activity and point to the need to address questions of leadership in schools. Revealing such tensions can help leaders defuse such strained conditions and improve learning.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Marit Aas

Marit Aas is an associate professor at the Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Postboks1099 Blindern, 0317 Oslo, Norway. Email: [email protected]. The author’s research interests are within educational leadership and school development, leadership training and group coaching and has been involved in research projects on educational leadership, and is also participating in international research networks in the field of school leadership. Revisiting instructional and transformational leadership: The contemporary Norwegian context of school leadership, Journal of Educational Administration (forthcoming); Group coaching: a new way of constructing leadership identity? School Leadership & Management: Formerly School Organisation (2015); Towards a reflection repertoire: using a thinking tool to understand tensions in an action research project, Educational Action Research (2014)..