ABSTRACT Background: While the school leader’s role is undoubtedly instrumental in school effectiveness, the specific influence of formal leadership on pupil learning is indirect and can be difficult to determine. Research findings suggest that school leaders can influence school organisation and pupil learning by acting catalytically, thus unlocking their schools’ existing potential. In school-based development, school leaders and their staff undergo a workplace development process, using school resources to contribute to it. Purpose: This article explores the concept of leadership in school-based development, focusing on leading teacher learning processes in relation to pupil learning. The research problem is formulated in the following question: How is the school leader’s role enacted and experienced when enhancing teachers’ learning in school-based development? The intent of the study was to further the understanding of leadership in school-based development. Sources of information and method: A qualitative interview study was conducted with teachers and leaders from three lower secondary schools, roughly 2 years after the schools participated in a formal school-based development project which was initiated by the Norwegian education authority. To present the findings based on the collected data, narrative texts were constructed. Findings: The findings draw attention to the importance of leaders’ participation in the teacher learning processes of school-based development. The study highlights the importance of leaders building trust in their schools: development processes must be collegium-rooted with common goals for the whole school. The interplay of culture, structure and content is found to be necessary for successful school-based development. Furthermore, school leaders need to balance internal and external accountability, moving school practices towards local goals, which are constructed within national overall aims. Conclusions: The study suggests that leaders require an overview of developmental processes to manage to support and progress development; leadership needs to be distributed. Further research on leaders’ learning in relation to school-based development can generate knowledge that serves as a thinking tool, thereby informing leaders’ actions in support of school-based development.

中文翻译：

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校领导在校本发展中的角色

摘要背景：虽然学校领导的角色无疑对学校的有效性起到了重要作用，但正式领导对学生学习的具体影响是间接的，可能难以确定。研究结果表明，学校领导可以通过催化行动来影响学校组织和学生学习，从而释放学校现有的潜力。在校本发展中，学校领导及其员工经历了工作场所发展过程，利用学校资源为其做出贡献。目的：本文探讨了校本发展中的领导力概念，重点关注与学生学习相关的领导教师学习过程。研究问题被表述为以下问题：在校本发展中加强教师学习时，学校领导的角色是如何发挥和体验的？该研究的目的是进一步了解校本发展中的领导力。信息来源和方法：在学校参与由挪威教育当局发起的正式校本发展项目大约 2 年后，对三所初中的教师和领导进行了定性访谈研究。为了展示基于收集到的数据的发现，构建了叙述性文本。调查结果：调查结果提请注意领导者参与校本发展的教师学习过程的重要性。该研究强调了领导者对学校建立信任的重要性：发展过程必须植根于整个学校的共同目标。文化、结构和内容的相互作用被认为是成功的校本发展所必需的。此外，学校领导需要平衡内部和外部责任，将学校实践朝着地方目标发展，这些目标是在国家总体目标范围内构建的。结论：该研究表明，领导者需要全面了解发展过程，以支持和促进发展；领导力需要分散。进一步研究与校本发展相关的领导者学习可以产生作为思维工具的知识，从而为领导者支持校本发展的行动提供信息。结构和内容被认为是成功的校本发展所必需的。此外，学校领导需要平衡内部和外部责任，将学校实践朝着地方目标发展，这些目标是在国家总体目标范围内构建的。结论：该研究表明，领导者需要全面了解发展过程，以支持和促进发展；领导力需要分散。进一步研究与校本发展相关的领导者学习可以产生作为思维工具的知识，从而为领导者支持校本发展的行动提供信息。结构和内容被认为是成功的校本发展所必需的。此外，学校领导需要平衡内部和外部责任，将学校实践朝着地方目标发展，这些目标是在国家总体目标范围内构建的。结论：该研究表明，领导者需要全面了解发展过程，以支持和促进发展；领导力需要分散。进一步研究与校本发展相关的领导者学习可以产生作为思维工具的知识，从而为领导者支持校本发展的行动提供信息。是在国家总体目标范围内构建的。结论：该研究表明，领导者需要全面了解发展过程，以支持和促进发展；领导力需要分散。进一步研究与校本发展相关的领导者学习可以产生作为思维工具的知识，从而为领导者支持校本发展的行动提供信息。是在国家总体目标范围内构建的。结论：该研究表明，领导者需要全面了解发展过程，以支持和促进发展；领导力需要分散。进一步研究与校本发展相关的领导者学习可以产生作为思维工具的知识，从而为领导者支持校本发展的行动提供信息。