School leader turnover affects school stability, staff cohesion, and student outcomes. While stress and workload are well-documented factors, fewer studies examine school-specific conditions influencing leaders’ decisions to leave. Through qualitative interviews with former school leaders, this study identifies two key themes: fragmentation and pressure, encompassing institutional and organizational conditions, as well as operational and leadership demands. (pdf)

Distributed leadership (DL) has gained importance in educational leadership research, especially in Western (mainly Anglo-American) contexts. This study explores DL’s conceptualization and enactment in the Muslim world through a meta-synthesis of existing qualitative studies, addressing the need for broader cultural perspectives. (pdf)

School governance is a contested concept due to ongoing disagreements over its meaning and application, particularly in education sub-fields like leadership, management, and administration (ELMA). Aware of global efforts to differentiate ELMA’s knowledge base, this paper critically reviews school governance literature from 2000 to 2023. (pdf)

Contemporary currents in school leadership increasingly focus on collaboration and participation. In Sweden, notions of “communal pedagogical leadership” emphasize teachers’ roles in shaping the desired school, introducing Collaborative Professional Learning (CPL) as an organizational necessity. This article provides a governmentality analysis of CPL manuals from 2019 to 2022, exploring the rationalities employed in its framework…

This study systematically evaluated applicant packs for 59 Secondary Headteacher roles and found evidence to suggest recruitment materials constitute an institutional mechanism that could contribute to sustaining gender inequality in UK Headship.

 Forskarna Emma Arneback och Jan Jämte har utvecklat en metod för att skolpersonal ska kunna upptäcka och arbeta mot rasism i verksamheten. Så här använder Maria Bilger, förskolerektor, metoden.

För att som rektor kunna leda i hur man på skolan ska arbeta för att motverka rasism behöver man först fundera över vilken typ av rasism man vill motverka. "Först därefter bör man välja vilket arbetssätt som är bäst att använda", säger forskaren Emma Arneback.

This article explores Black teachers’ experiences of reporting racist incidents in English schools as a basis for considering the ethical, legal and policy responsibilities of those in positions of senior leadership. 

När lärare samarbetar systematiskt kring undervisningsutveckling och fokuserar på avgränsade mål, lyckas eleverna bättre. "Rektorer behöver prioritera undervisningen i skolans SKA-uppdrag och skapa en utvecklingsorganisation". Det säger Ann-Christine Wennergren, som forskar om framgångsrik skolutveckling och kollegialt lärande.