Strengthening school principals' professional development through effective school ownership in Norwegian municipalities

摘要

Purpose-The purpose of this paper is to investigate how school principals' leadership competence is enhanced by participation in municipal school district leader teams in the Norwegian context. Design/tnethodology/approach-The study investigated a field sample of 854 school principals working in 252 municipal school leader teams. Hypotheses were developed and tested by using multiple regressions and structural equation modeling; whereas individual- and group-level effects were tested using a hierarchical linear modeling approach. Moderator analyses where undertaken. Findings-The results indicate that a supportive group climate in school leader teams is the strongest predictor of the principals' learning outcomes. Moreover, trust to the superintendent and having a competent municipal school owner apparatus also predicted this form of professional development. Moderator analysis provides supplementary insights by showing that the positive effect of a trusting relationship to superintendents is contingent of a competent school owner. Research limitations/implications-The study reinforces the crucial importance of school superintendents creating a supportive and risk-free learning climate within their team of school leaders. The study underscores the importance of a competent school owner in Norwegian municipalities and the study places emphasis on a trusting relationship between school principals and their immediate superintendent. Practical implications-The study highlights the importance that school district administrators develop municipal school leader teams toward effective learning system through internal competence development and a supportive group climate.Originality/value-The study provides empirical evidence regarding the complex dynamics involved in the professional development of school principals in district leadership teams.