With the modernisation of the public sector there decision powers has been decentralised from the municipalities to the school principal-ship. The school principal is expected to be a strong and decisive principal. At the same time the law of the Danish Folksskole says that the planning of the instruction must be diversified so that it corresponds to the individual student’s need and background. It is not possible to steer this individualisation and differentiation and at the same time run a centralised school. Therefore we are also witnessing an internal decentralisation in the schools to selfgovernig teams: the organisational couplings has in many respects been loosened between the principalship and the teams of teachers. In order to keep the school together the organisational couplings are in other aeras tightened. The governing technologies that is used to bring this about is through network management where the principalship sets the organisational frame – often after negociation with the teachers union – and sets the leadership discourse according to which the teachers are to govern themselves in the teams. The aim of this paper is to investigate the social technologies that are used to bring this about in differnt ways in three Dansih schools.