Abstract
New public management (NPM) reforms have typically undermined
teachers’ autonomy, values, and status in society. This article
questions whether such reforms automatically have these
outcomes or whether and how possibilities for local adjustment of
such reforms may prevent negative outcomes. Drawing on
empirical case studies from two Danish municipal schools and the
concept of organisational social capital, we investigate how two
reform initiatives – ‘student plan-based school–home collaboration’
and ‘teamwork’ – were locally adjusted into collaborative practices.
The analysis demonstrates surprising local adjustments of the
reform initiatives, while also revealing some ambiguities. The
results demonstrate that some reform initiatives can lead to new
collaborative leadership and management practices in schools that
solve the central school leadership and management tasks of
coordination and planning. This indicates that collaborative
leadership and management practices may emerge from NPM
reforms, and that such practices can prevent negative outcomes of
such reforms.
teachers’ autonomy, values, and status in society. This article
questions whether such reforms automatically have these
outcomes or whether and how possibilities for local adjustment of
such reforms may prevent negative outcomes. Drawing on
empirical case studies from two Danish municipal schools and the
concept of organisational social capital, we investigate how two
reform initiatives – ‘student plan-based school–home collaboration’
and ‘teamwork’ – were locally adjusted into collaborative practices.
The analysis demonstrates surprising local adjustments of the
reform initiatives, while also revealing some ambiguities. The
results demonstrate that some reform initiatives can lead to new
collaborative leadership and management practices in schools that
solve the central school leadership and management tasks of
coordination and planning. This indicates that collaborative
leadership and management practices may emerge from NPM
reforms, and that such practices can prevent negative outcomes of
such reforms.
Originalsprog | Engelsk |
---|---|
Tidsskrift | School Leadership & Management (Print) |
Vol/bind | 36 |
Udgave nummer | 3 |
Sider (fra-til) | 333-352 |
Antal sider | 20 |
ISSN | 1363-2434 |
DOI | |
Status | Udgivet - 2016 |