Increased attention has been paid to school superintendents and their role in school reforms. Still, there are few studies on dialogue meetings between actors at different levels in the school hierarchy. The current paper investigates how a superintendent balances between trust and control while supporting school development through dialogue meetings. Drawing on interviews, reflection notes, and longitudinal observational data from dialogue meetings, comprising a superintendent, subordinated school leaders, and team leaders, this action research study provides insight into requirements for productive dialogue meetings. We argue that superintendent leadership through regular dialogue meetings can foster trust-building, empowerment, and professional commitment.

人们越来越重视学校管理者及其在学校改革中的作用。但是，关于学校层次结构中不同级别的参与者之间的对话会议的研究很少。本篇论文探讨了管理者如何在信任与控制之间取得平衡，同时通过对话会议支持学校发展。这项行动研究利用对话对话中的访谈，反思笔记和纵向观察数据，包括负责人，下级学校领导和团队领导，洞悉了富有成效的对话会议的要求。我们认为，监督者通过定期对话会议进行领导可以促进建立信任，增强能力和专业承诺。