Leadership in Educational Contexts in Finland: Theoretical and Empirical Perspectives (Educational Governance Research, 23)

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Contents Contributors Chapter 1: Introduction Leadership in Educational Contexts The Aims of the Volume Overview of Sections Target Audience of the Volume References Part I: Context Chapter 2: Educational Policy, Governance, and Leadership Introduction Conceptualisation of Educational Policy, Governance, and Leadership in Finland Development of Finnish Educational Policy, Governance, and Leadership The Role of Teachers and Principals New Perspectives for Administration Looking to the Future The Changing Roles of the Relationship Between the State and the Municipalities New Supportive National Institutions Special Aspects of Finnish Education Reforms The Finnish Education System and Its Governance Present Status of Finnish Educational Policy, Governance, and Leadership Education Policy Report 2021 Importance of Educational Leaders and Leadership Education Discussion PostScript References Chapter 3: In Quest of Principalship Introduction Research on School Leadership Characteristics and Research on Principalship in Finland Contexts and Conditions for Principalship in Finland Pedagogical Leadership Principalship in Light of Dissertations on School Leadership from 2000 to 2020 Conclusions Appendix: The Dissertations Included in the Scoping Literature Review References Chapter 4: Towards a Multi-form Professional Development of Educational Leadership Introduction Professional Development of Educational Leadership Changes in Educational Policy Towards Educational Leadership Development Data and Methods Results Aspects of Educational Leadership Development Support for the Professional Development of Educational Leadership Towards a Multi-form Professional Development of Leadership in Education Discussion and Conclusions References Chapter 5: Service Design Thinking Method for Educational Leaders Introduction Service Design Educational Leadership: Shared/Distributed Leadership DT for Educational Leaders as Collaborative Agency/Endeavours Previous Studies of Service Design and DT in Educational Leadership Case Study of Designing a Mobile Service for Principals to Enhance Their Work as Leaders Research Design and Data Limitations of the Study The Service DT/DD Process Discover and Empathise Define Develop and Deliver Results Findings and Discussion Conclusions References Part II: Conceptual Approaches Chapter 6: Understanding Leadership in Educational Leadership Research in Finland Introduction Systematic Literature Review Method Search and Selection of the Data Analysis of the Articles Findings Leadership Concepts and Models in Finnish Educational Leadership Research Leadership Based on Its Locus and Different Ontologies of Collective Conclusions and Discussion Appendix: Summary of the Reviewed Articles References Chapter 7: Positioning and Conceptualising Finnish Pedagogical Leadership in the International Setting Introduction Conceptualisation of Pedagogical Leadership Methodology Historical Development of Pedagogical Leadership in Finland Initiatives Forgotten Interest in Teachers’ Work and Guidance, and Also in Students Developing School and Leadership Culture Change, Development and Future Orientation Values and Ethics Towards a Learning Community Contextualisation Leadership in Action Linking All Together The Debates of Relevant and Important Constructs in International Leadership Theories Theorising Pedagogical Leadership Theorising: Towards the Axioms of Pedagogical Leadership Discussion References Chapter 8: The Theory of Pedagogical Leadership: Enhancing High-Quality Education Introduction Comprehensive Education in Finland Early Childhood Education in Finland Broad-Based Pedagogical Leadership Technical Leadership, Direct Pedagogical Leadership and Leading Human Resources: Competent Principal Symbolic and Cultural Leadership: Towards Excellent Principalship Aiming for Broad-Based Pedagogical Leadership Dimensions of Pedagogical Leadership Human Capital Needed for Pedagogical Leadership Conclusions and Discussion References Chapter 9: The Why, Where, How and What of Curriculum Leadership: A Non-affirmative Approach Introduction Contextual Challenges Requiring Us to Bridge Curriculum Theory and Education Leadership Dilemmas with Universalist and Particularist Approaches to Multi-level Educational Leadership Dilemmas with Instrumental and Normative Transformativist Positions The Non-affirmative Approach to Educational Leadership as Curriculum Work The Why of Educational Leadership: A Non-hierarchical View of the Relation Between Education and Politics The What and How of Educational Leadership Non-affirmative General Pedagogy Conclusion References Part III: Leadership Profession Chapter 10: Moral Professionalism in the Context of Educational Leadership Introduction Moral Professionalism in Educational Leadership Encountering Ethical Dilemmas in the Everyday Work of Educators and Leaders Data and Methods Results Discussion References Chapter 11: Conceptions of Diversity Among Finnish Principals Introduction Theoretical Framework Diversity in Educational Leadership Principals in Finnish Comprehensive Schools The Conceptual Repertoires of Diversity The Study Aims and Research Questions Participants Measures and Data Collection Data Analyses Results The Finnish Principals’ Approaches to Conceptions of Diversity in School Leadership The Principal Profiles Based on the Cluster Analysis Discussion and Conclusions References Chapter 12: Contradictions and Opportunities in Contexts of Everyday Leadership in Education Introduction Composition of School-Level Leadership Within the Education System Materials and Methods Research Questions Participants Data Collection Data Analysis Ethical Considerations Findings Conceptualisation of Leadership School 1 Principal Leadership Group Teachers School 2 Principal Leadership Group Teachers School 3 Principal Leadership Group Teachers School 4 Principal Leadership Group Teachers School 5 Principal Leadership Group Teachers Contradictions and Opportunities Different Contexts of Schooling and Educational Leadership Conclusions References Chapter 13: Examining Contradictions for the Development of Competencies in School Leadership Introduction Approaching Complex School Leadership Competencies from the CHAT Perspective Research Questions and Research Design Results Framing the Contradictions Using Survey and Workshop Data In-Depth Understanding of the Contradictions Through the Interview Data Contradiction 1: Inadequate Tools in Relation to the Object of Activity Contradiction 2: Hierarchical Structure and Tradition of Schools Contradiction 3: Fragmentation of the Subject Discussion References Chapter 14: Principals’ Perceptions of Their Work During the COVID-19 Pandemic Introduction School Leadership During the Crisis Remote Leadership Aim of the Current Study Methodology Data and Participants Procedure Analysis Results Effect of the COVID-19 Pandemic on Principals’ Work Changes in Workload Changes in the Nature of the Work Individual Level New Competences Needed Support Needed for Leadership Discussion Effect of the COVID-19 Pandemic on Principals’ Work New Competences Needed Supportive Elements for Leadership Limitations Conclusions Appendixes References Part IV: School Community and Collaboration Chapter 15: Cultural Antecedents in Multisectoral Collaboration Promoting the Well-Being of School-Aged Children Introduction Multisectoral Collaboration and Collaborative Culture Multisectoral Collaboration in the Educational Local Governance Context Dimensions of Collaborative Culture Data and Method Cultural Elements of Multisectoral Collaboration Promoting School-Aged Children’s Well-Being Artefacts in a Collaborative Culture Espoused Beliefs and Values in Collaborative Culture Taken-for-Granted Underlying Basic Assumptions in Collaborative Culture Conclusion References Chapter 16: The Leadership Group as a Means for Teacher Participation and Leadership Distribution Introduction Leadership Group Mapping the Terrain The Finnish Context Materials and Methods Data Collection Data Analysis Ethical Viewpoints Findings The Position and Meanings Given to the Leadership Group in School Communities Discourse Constructed of Elements Enabling Participation in Decision-Making Discourse Constructed of Hindrances to Participation in Decision-Making Concluding Remarks Discussion Limitations and Future Research References Chapter 17: Prosociality in Shared Leadership from the Finnish Principals’ Viewpoint Introduction Shared Leadership in Schools Prosociality Research Questions Method Participants Data Analysis Findings Prosocial Motivation Prosocial Behaviour Prosocial Impact Discussion References Chapter 18: Teachers as Leaders? Finnish Student Teachers’ Perceptions of Participation in Leadership in School Introduction The Concept of Teacher Leadership Teacher Leadership in the Finnish Comprehensive School Context Methods Data Collection Through Empathy-Based Stories Narrative Approach in the Analysis Results Themes in the Negative and Positive Stories Teacher Students’ Views in Negative Stories Principal’s Negative Leadership Style: Authoritarian Leadership in Which the Teacher Has No Opportunity to Influence Principals’ Negative Leadership Style: Inappropriate Behaviour Negative Atmosphere in School: Exhaustion and Cynicism Negative Atmosphere in the School: Negative Attitude Towards Joint Development High Workload: Chaotic Operating Culture High Workload: Excessive External Demands High Workload: Poor School Resources Teachers’ Own Actions: Overly High Self-Set Standards Teachers’ Own Actions: A Conscious Decision to Not Participate in Leadership Teacher Students’ Views in Positive Stories Principal’s Positive Leadership Style: The Principal as an Enabler of Teacher Leadership Principal’s Positive Leadership Style: The Principal as a Central Figure in the Progress of the School Positive Atmosphere: Enthusiastic and Innovative Atmosphere Positive Atmosphere: Systematic Culture of Working Together Positive Atmosphere: Emotional Atmosphere as Resource Appropriate Workload: Well-Functioning Routines Teachers’ Own Actions: Teacher’s Personal Reflection, Responsibility, and Participation in Continuous Education The Two Core Stories of Teacher Leadership Unsuccessful Teacher Leadership Story Successful Teacher Leadership Story Conclusions and Discussion References Part V: Conclusion Chapter 19: Challenges and Reflections for Developing Leadership in Educational Contexts The Macro and Policy Dimensions of Context and Conceptual Approaches The Local and Organisational Dimensions of School Communities and Collaboration The Micro Dimension of Leadership Profession Future Reflections for Developing Leadership in Educational Contexts References Correction to: Principals’ Perceptions of Their Work during the COVID-19 Pandemic Correction to: Chapter 14 in: R. Ahtiainen et al. (eds.), Leadership in Educational Contexts in Finland, Educational Governance Research 23, https://doi.org/10.1007/978-3-031-37604-7_14 This open access book provides a comprehensive overview and in-depth coverage of contemporary aspects of leadership in the field of education in Finland. It brings together Finnish scholars to critically explore and discuss leadership in education in the context of the Finnish education system and in relation to international discourses around the topic. It discusses the phenomenon of leadership in educational contexts through several novel empirical and theoretical research designs. It includes themes such as distributed leadership and collaborative governance, changing aspects in the leadership profession, and contradictions in everyday organizational practices and realities. The work also combines conceptual discussions in educational and pedagogical leadership to analyze and to clarify the theoretical and conceptual multidimensionality and ambiguities.