The article reanalyzes findings from a systematic review on the work situation and training needs of middle leaders in schools. Following an update search, 37 articles were analyzed and consistently reveal that middle leaders have trivial jobs that do not build their competence. Researchers conclude that they instead should be instructional leaders, observe teachers’ work and give them feedback on their teaching. Having discussed this discrepancy, we ask how middle leaders can become instructional leaders. A thorough analysis of the articles revealed that experience is middle leaders’ prime knowledge source. As policymakers and researchers increasingly refer to the teaching profession , school middle leaders’ experience-based, personal job situation was compared to how professions typically relate to knowledge, feel accountable and build leadership from within. In conclusion we argue that, supported by an educational infrastructure, teaching can become a knowledge- and inquiry-based, intellectual activity. The teaching profession and its leaders can collaboratively regain respect for teaching, build leadership capacity and restore societal trust through a transparent and intelligible system of intelligent accountability.

中文翻译：

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中层领导和教师职业：从内部建立智能问责制

本文重新分析了对学校中层领导的工作情况和培训需求的系统审查结果。在更新搜索之后，对 37 篇文章进行了分析，一致表明中层领导的工作琐碎，无法培养他们的能力。研究人员得出的结论是，他们应该成为教学领导者，观察教师的工作，并对他们的教学给予反馈。在讨论了这种差异之后，我们问中层领导如何成为教学领导者。对文章的彻底分析表明，经验是中层领导的主要知识来源。随着政策制定者和研究人员越来越多地提及教师职业，学校中层领导基于经验的个人工作情况与职业通常与知识的关系进行了比较，感到有责任感并从内部建立领导力。总之，我们认为，在教育基础设施的支持下，教学可以成为一种基于知识和探究的智力活动。教学行业及其领导者可以通过透明、易懂的智能问责系统，共同重新获得对教学的尊重，培养领导能力并恢复社会信任。