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Principals’ experiences of changes in relationships with newly qualified teachers resulting from a teacher registration reform
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies. (ROLE)ORCID iD: 0000-0002-1871-4488
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies. (Induction)ORCID iD: 0000-0002-5592-2964
2019 (English)In: International Journal of Educational Management, ISSN 0951-354X, E-ISSN 1758-6518, Vol. 33, no 4, p. 556-568Article in journal (Refereed) Published
Abstract [en]

Purpose

The purpose of this paper is to understand, from principals’ points of view, how a teacher registration reform is enacted by examining the potential changes in the relationships between principals and newly qualified teachers (NQTs). The reform entailed principals performing an aptitude assessment of new teachers in their probationary year.

Design/methodology/approach

Semi-structured interviews were conducted with five principals from two Swedish municipalities on three occasions in one academic year. A third follow-up interview was conducted one year later with four of the principals, the fifth no longer being in post.

Findings

The assessment appears to be downplayed by the principals, whereas the supportive dimension and the facilitation of NQTs’ professional development seem to be acknowledged and made explicit. For some of the principals, their creative translation of the reform’s intentions transformed these relations and strengthened their leadership.

Research limitations/implications

The study is small-scale and was carried out in a specific period of policy implementation from the principals’ perspectives. Future studies would benefit from involving both principals’ and teachers’ perspectives.

Practical implications

Policymakers appear to have underestimated the structural aspects of the reform, even though in general the reform enactments had some kind of positive effect on these relations.

Social implications

For some principals, their creative translation of the reform’s intentions transformed relations and strengthened their leadership.

Originality/value

The data are from a unique period when a reform was implemented and later partly withdrawn. The study deepens the understanding on how principals tries to enact and balance their roles as evaluators of NQTs and pedagogical and instructional leaders.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2019. Vol. 33, no 4, p. 556-568
Keywords [en]
principals, assessment, relationships
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hig:diva-26987DOI: 10.1108/IJEM-02-2018-0076OAI: oai:DiVA.org:hig-26987DiVA, id: diva2:1217747
Funder
AFA InsuranceAvailable from: 2018-06-13 Created: 2018-06-13 Last updated: 2019-08-13Bibliographically approved

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Frelin, AnneliFransson, Göran

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