The last ten years the international discourse of education has included a stronger focus on school performance and student learning outcomes (OECD, 2008, Harris & Jones, 2015). Principals have been identified as holders of key positions for school development and are held accountable for students´ results (e.g. Day & Leithwood, ed., 2007). This in turn, has resulted in an interest in principals´ leadership and what successful school principals do (Hallinger, 2003; Leithwood & Reihl, 2003). Added to this there has been an interest in principal´s preparation programs (Aarons, 2010; Ibara, 2014, Young & Crow, 2016) and how to develop effective leaders.
This paper has two starting points. One is that too little focus has been on principals´ learning prerequisites. The other one is the importance of leadership in context (Hallinger, 2018). The paper takes the intersection between training programs, school leaders and local contexts as a starting point. The aim is to explore the importance of context for principals´ professional learning.
The paper explores principals´ learning within the Swedish national context and a variety of local contexts. The background is that all principals in Sweden follow the same national regulations – one can speak of “the Swedish context”. The national Education Act further stipulates that newly appointed principals must attend a mandatory program, the National School Leadership Training Program (the NSLTP), which the principals attend while working (SFS 2010:800). At the same time local school leadership is embedded in myriads of different local contexts.
The background is a reform wave from the 1990´s and onwards which changed the local school landscape (Nyhlén, 2011). The local schools can be municipality run or run by privately owned but publicly funded independent schools (Bunar, 2010; Lundahl et al, 2013; Skott & Nihlfors, 2016). Hence, within the Swedish context, there are 290 local municipality contexts and thousands of independent school owner contexts. Added to this each school, independent of ownership, differs.
During three years, we have studied twelve principals attending the National Principal Training Program (NSLTP) in Sweden. We examined:
- What is the importance of local contexts for principals´ learning and professional development?
The starting point of the study was that learning can be seen as something that happens constantly, through daily activities. Formal education of a profession, for example the NSLTP, must take this into consideration. The paper presents a theoretical approach to study principals´ learning in context, and empirical examples of if and how different local contexts matter for principals´ learning and development, attending a course while working.
The approach was developed from a combination of curriculum theory for analysing the governing of schools and professional learning theory for exploring adults´ professional learning. Curriculum theory as a one dimensional theory does not exist. It is rather a way to think and understand education as a social phenomenon, where the focus can be put on the entire system or different parts (Lundgren, 1979; Bernstein; 1990; Skott, 2009; Forsberg et al, 2017). In the paper we have used the perspective to understand the specific role of principal training in the governing of the schools and the contextual aspect of principals´ work.
To be able to understand what happens at the intersection, where national demands on principal training meet the individual and learning principal in context, the governing perspective has been complemented with a learning perspective. We consider principals to be adult professional learners. This understanding of learning is in line with what Wenger calls a social theory of learning within communities of practice. (Wenger, 1998).