Re-culturing educational leadership in norwegian schools: a trade-off between accountability and autonomy

Abstract

Decentralisation has been a key word in educational reforms in Norway since the 1970s, but in moving from central control towards more local control, the question of who should have the responsibility is raised, and the struggle between political and professional power over education has been sharpened. New constructs of principals as managing directors are also growing in prominence and power, and there is a tendency to exert control over teachers' work and teachers' time. This article explores how principals and teachers cope with reform initiatives like the change of established zones of control illustrated by a new agreement on work-time for teachers. The change intends to assist the principal in organising professional staff collaboration in order to improve quality within schools. The discussion is based on qualitative data from two upper secondary schools in Norway. Although the patterns emerging from the two case studies should be viewed cautiously, the study highlights some problematic aspects of changed decision-making structures in schools. The work-time agreement breaks the established practice and work culture of the individual teacher who has for a long time enjoyed a large degree of professional autonomy. It seems the agreement is understood as an external attack upon teacher's autonomy. It seems as if there is a power struggle in society for who should define quality teaching. There are other social groups wishing to define educational quality, but, as yet, they have had little influence upon practice in schools. Teachers are faced with a trade-off between accountability and autonomy in schools. However, an autonomous profession does not necessarily mean better practice