How do school principals interpret complex, ambiguous situations and make sense of competing considerations? This project examines how Norwegian school principals reason through situations that call for the exercise of professional discretion.
School principals carry significant and increasing demands and face ever more complex challenges. They are required to balance a wide range of considerations and frequently navigate tensions between administrative, educational, and relational concerns. Such tensions give rise to ethical questions, but also to emotional work related to managing their own and others’ emotions. At the same time, we know relatively little about how principals interpret and make sense of these challenges in their day-to-day work.
The aim of this project is to develop new knowledge about how school principals exercise professional discretion when assessing situations and making decisions. Relevant knowledge is often embedded in practice and remains implicit in action. The project is relevant to school leaders and others working in schools, as well as school owners, leadership education providers, and those with an interest in leadership development more broadly.
The study is primarily based on qualitative interviews with school principals from across Norway. Given that professional discretion is an elusive, complex, and contested concept, part of the project involves developing a multi-pronged interview design capable of elicting different aspects of the phenomenon. In addition, a school leadership team will be observed over time.
Norhild Joleik's publications (nva.sikt.no)
