This study investigates how teacher leaders enact leadership within AI-integrated classrooms, highlighting the posthuman entanglements that shape their agency, identity, and authority. (pdf)

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)

This case study explores how school management and teachers perceive the school’s role and activities within an outcomes-based governance framework while operating in a small rural school. (pdf)

This paper presents a thematic analysis of the experiences of a group of teacher educators and student teachers during an action research project that examined how collaborative learning can be fostered in online mathematics teacher education. (pdf)

This article critically examines Sweden’s National Professional Programme (NPP) for principals, teachers and preschool teachers, launched in 2025, through the lens of Bacchi’s framework “What’s the problem represented to be?” From an international perspective, the Swedish case is an example of transnational policy trends carried by powerful agents such as the Organisation for Economic Cooperation…

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. 

This article examines the design and enactment of a Media and Information Literacy (MIL) curriculum within the decentralised, federalist Swiss school system. It explores how national and state actors shape the design and implementation of education policy. (pdf)

This study explores preservice teachers’ perceptions of the importance of children’s early approaches to learning. (pdf)

This study explores the lived experiences of students participating in school-to-school collaborations (SSCs) within educational neighbourhoods (ENs) in Vienna, Austria. (pdf)