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Teachers leading teachers – understanding middle-leaders’ role and thoughts about career in the context of a changed division of labour

Journal article
Authors Åsa Hirsh
Ingela Bergmo-Prvulovic
Published in School Leadership and Management
Volume 39
Issue 3-4
Pages 352-371
ISSN 1363-2434
Publication year 2019
Published at Department of Education and Special Education
Pages 352-371
Language en
Links https://doi.org/10.1080/13632434.20...
Keywords Middle-leadership; teacher leadership; career; division of labour; social and professional representations
Subject categories Pedagogy

Abstract

This longitudinal study aims to create in-depth knowledge about the phenomena of middle-leadership and career in school by identifying (1) driving forces for seeking and maintaining middle-leading positions, (2) opportunities and difficulties in maintaining the middle-leading role over time, and (3) underlying thoughts of career disclosed in the respondents’ expressions. Five different reasons for seeking middle-leading positions are identified and driving forces for maintaining the position are categorised as either internal reward/non-observable outcomes or external reward/observable outcomes. Furthermore, the results show that different types of difficulties arise in distinct phases and that middle-leaders’ needs for support therefore vary over time. Additionally, the complexity of teachers’/middleleaders’ career thinking clearly emerges, and implications for practice are discussed.

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Utskriftsdatum: 2020-06-01