As in many other European countries, primary schools traditionally have a relatively flat and simple organizational structure in Flanders (Belgium). There is a team of teachers, who are responsible for the education in the different grades (sometimes complemented with a special needs teacher/coordinator, who supports and works with the classroom teachers on children’s special educational needs). There is –mostly only part-time- a secretary performing administrative and logistical tasks. And there is the principal, who operates as the formal leader of the school, carrying the responsibility towards the school board as well as the local community. Bringing together the findings from several studies we did in the beginning of the century, we argued in 2011 that the structural position of the primary school principal in Flanders was in essence to be characterized as that of a “lonely gatekeeper” (Kelchtermans, Piot & Ballet, 2011). In their formal position as the hierarchical leader and head of the school, principals don’t have colleagues in the strict sense of the word: in their school they are the only person who is a principal. In that analysis we unpacked the interplay between the formal, structural position of the principal, the processes of gatekeeping and negotiating between different groups and individuals inside and outside the school and how that affected the principal’s work life (in particular their self-understanding, motivation and the –emotional- experience of their job) (see also Berkovich & Eyal, 2015). Apart from aiming at contributing to the research-based theorizing and understanding of leadership, this research was also motivated by a deep concern over the difficulties for many schools to fill up vacant positions for principals. Being a principal in a primary school –although the only formal ‘promotion’ position in the system- doesn’t seem to be attractive as a job and we wanted to understand why.
This paper follows up on that research interest, starting from the rather straightforward assumption that if principals’ work lives are deeply affected by their structurally ‘lonely’ position, the solution might be to create more collaborative or collective working conditions. The latter happened with the introduction of the so-called “school clusters”: primary schools and their school boards were invited and stimulated (financial incentives) by the government to engage in processes of formalized collaboration and structural integration in so-called school clusters. Those clusters aim at enhancing the scale of primary schools, building the organizational conditions to make the (often small schools) more cost effective, less vulnerable to fluctuations in enrolment numbers (which immediately affected the staff capacity as the funding for staff is directly related to those numbers), etc. School clusters don’t involve, however, full merger of schools. In the collaborative structure of the school clusters, the different individual schools continue to exist as such and so do the principals of those different schools (Feys & Devos, 2014).
Building on the international literature on distributed leadership and school development, as well as our own work on principals’ work lives (Kelchtermans et al., 2011; Kelchtermans & Piot, 2013) and the micropolitics in (leading) schools (Kelchtermans, 2007; Piot & Kelchtermans, 2016), we developed a theoretical framework, around the central research question: Does the structural reform of school clustering affect principals’ work lives, their self-understanding and their job satisfaction? Or, in other words, we wondered whether and under what conditions this shift in principal’s structural position made them move ‘beyond the loneliness’?