Hur kan AI hjälpa förskolans rektorer att få mer tid till sin personal och till att vara en närvarande ledare? Det undersöks just nu i ett forskningsprojekt i Göteborgs stad.

I ett nationellt initiativ lett av SKR och Ifous samverkar 18 nationella aktörer i framtagandet av ett scenarioverktyg om AI för skolhuvudmän som kommer att lanseras 1 juni 2026.

Education systems worldwide position equity as a central policy objective, yet its advancement depends heavily on school-level interpretation and enactment. This article examines how school leaders understand and operationalise equity within the constraints and opportunities of their policy environments. (pdf)

This article examines the dynamic flow of influence from leading to student’s learning practices in schools, reconceptualising leadership as a multifaceted complex of interrelated and ecologically integrated practices. (pdf)

This paper investigates the leadership dynamics of a large-scale amalgamation between two Catholic schools in Australia, using Kotter’s Eight-Step Change Model as the primary evaluative framework. (pdf)

This theory-building article explores how governance structures shape school leadership practices in contexts with limited autonomy. In low-autonomy environments, principals often occupy dual roles, functioning as administrative enforcers of centrally determined regulations and limitedly as instructional leaders, striving to influence teaching and learning processes. (pdf)

In this article, we explore and discuss Swedish Early Childhood Education (ECE) teachers’ professional mandates related to recent policy of teachers’ responsibility for leadership in teaching activities. 

Addressing the reliance on single informants in distributed leadership research, this study employs a congruence framework using polynomial regression with response surface methodology. (pdf)