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Analyzes how local school culture and national life shape and modify external managerial influences such as accountability, effectiveness, competition, and consumer-oriented strategies. Discusses cross-pressures, dilemmas, assessment emphasis, and the role of school culture, proposing a vision of democratic reflective leadership for Nordic schooling.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-scandinavian-perspective-on-educational-leadership-abstract/603251/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-scandinavian-perspective-on-educational-leadership-abstract/603251.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the main objective of the article?","Question",{"text":111,"@type":112},"To examine the rhetoric of educational leadership in Scandinavia within the framework of New Public Management and to identify new leadership demands expressed in policy documents.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does New Public Management affect school leadership in the Nordic countries?",{"text":116,"@type":112},"It frames school leadership with managerial emphases, including accountability, effectiveness, competition, and product-focused strategies that raise dilemmas for leaders and teachers.",{"name":118,"@type":109,"acceptedAnswer":119},"Why do school leaders experience cross pressures in their work?",{"text":120,"@type":112},"They face tensions between generic public policy goals and the Scandinavian approach to supporting democratic culture, with competing discourses of change influencing roles and identities.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603251,1792100844,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","A Scandinavian Perspective on Educational Leadership  \nby LejfMoos, JorunnMöller, and Olof Johansson  \nAbstract  \nThe objective of this article is to examine the rhetoric of educational leadership within a Scandinavian context, as it occurs within the framework of New Public Management. The study asks questions about new demands on leadership expressed in policy documents.  \nLocal culture and distinctive aspects of national life tend to modify external influences such as those inherent in the philosophy and practice of New Public Management. Scandinavian schools reflect key elements of Scandinavian life such as a commitment to collaboration, democracy, and individual enlightenment. These are themes in the curriculum of many of these countries and key values of the teachers who lead the learning processes. The range of tensions and dilemmas that teachers and their leaders are now facing area direct result of the clash between generic public policy and the distinctive approach to support life and democratic culture in the Scandinavian countries. School leaders, it seems, are clearly in the middle of this clash and must mediate between these two trends. To remind us of the ultimate objectives of schooling, we outline a Scandinavian vision of democratic reflective leadership.  \nThe deliberations in this article are based on a study that explored the conditions affecting the work of school leaders across the Nordic countries—Denmark, Finland, Iceland, Norway, and Sweden. The term “Scandinavia” is often used to identify the region that includes Norway, Sweden, and Denmark. The model of the welfare state is foremost in the Scandinavian region and includes policies that are intended to create  \n200  \nEssays  \nequitable life conditions for all social groups, regardless of social background, gender, ethnicity, and geographical location (Tjeldvoll 1997) . Education acts in the three countries stipulate that all activity should be carried out in accordance with fundamental democratic values and that everyone working in the school should encourage respect for the intrinsic values of each person as well as for the shared environment.  \nSignificant changes in the organization and control of schooling have taken place in the region since the mid-1980s. Deregulation and decentralization along with new laws and national curricula have changed the working conditions for principals dramatically. Different discourses of change are competing in society, and new contexts of meaning are challenging established roles and identities. These discourses are not restricted to Scandinavian society, but are influenced by global discussions on educational leadership. For instance, New Public Management (NPM), with a focus on accountability, effectiveness, competition, and local democracy, frames the nature of school leadership in which managerial aspects are emphasized. In this paper, questions are raised about how school leaders across the Nordic countries respond to changed policy circumstances. How do local school culture and distinctive aspects of national life modify external influences? That is, which trends in education and educational management have affected the Nordic countries? A vision of democratic leadership in light of theNPM initiative in Scandinavia vis-à-vis school leadership and decentralization is presented.  \nThe Political Discourse of Educational Leadership  \nDiscourses are viewed as domains within which power and authority are conferred on some and denied to others. The role of a school leader/principal can be understood by examining the relationships between the various domains operating in public education. To make sense of their surroundings, those in each domain develop a particular sense-making discourse. The understanding of a school leader’s job varies depending on who is given the preferential right of interpretation.  \nA number of similar problems and dilemmas face school leaders in the Scandinavian countries, and some common t","cbCailE9sUpbMv4M","https://ap.wps.com/l/cbCailE9sUpbMv4M","pdf",144355,11,"English","# Abstract\n## The Political Discourse of Educational Leadership\n## Cross Pressures and School Culture","[{\"question\":\"What is the main objective of the article?\",\"answer\":\"To examine the rhetoric of educational leadership in Scandinavia within the framework of New Public Management and to identify new leadership demands expressed in policy documents.\"},{\"question\":\"How does New Public Management affect school leadership in the Nordic countries?\",\"answer\":\"It frames school leadership with managerial emphases, including accountability, effectiveness, competition, and product-focused strategies that raise dilemmas for leaders and teachers.\"},{\"question\":\"Why do school leaders experience cross pressures in their work?\",\"answer\":\"They face tensions between generic public policy goals and the Scandinavian approach to supporting democratic culture, with competing discourses of change influencing roles and identities.\"}]","A Scandinavian Perspective on Educational Leadership - Abstract | PDF",1792095971,28]