Abstract
ABSTRACT The aim of this study is to shed light on the reform work of school leaders in Norway and their collaboration with external supporting resources to realize curriculum intentions. A number of external actors are often involved in local school processes, from initiation of a reform to the realization of actual change, during which process there can be a range of power issues, challenges, and dilemmas. This qualitative case study with interviews with four school principals makes use of a micropolitical perspective, in which leadership can be exercised by actors other than formal leaders. The findings show that school leadership and partnerships in reform work occur in complex contexts with multiple degrees of involvement, and there is a need to identify and recognize the division of power and control and the room for maneuver that school leaders have.
Published Version
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