Opin vísindi

Educational Leadership at Municipality Level

Educational Leadership at Municipality Level

Title: Educational Leadership at Municipality Level
Author: Sigurðardóttir, Sigríður Margrét
Sigurðardóttir, Anna Kristín   orcid.org/0000-0002-6713-1318
Hansen, Börkur   orcid.org/0000-0001-6488-5125
Date: 2018-11-07
Language: English
Scope: 56-71
University/Institute: Háskólinn á Akureyri
Háskóli Íslands
University of Akureyri
University of Iceland
School: Menntavísindasvið (HÍ)
School of education (UI)
Hug- og félagsvísindasvið (HA)
School of Humanities and Social Sciences (UA)
Department: Kennaradeild (HA)
Faculty of Education (UA)
Series: Nordic Journal of Comparative and International Education (NJCIE);2(2-3)
ISSN: 2535-4051
DOI: 10.7577/njcie.2760
Subject: Municipalities leadership role; Educational leadership; Educational governance; National legislation; Policy in education
URI: https://hdl.handle.net/20.500.11815/1555

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Sigurðardóttir, S. M., Sigurðardóttir, A. K., & Hansen, B. (2018). Educational Leadership at Municipality Level. Nordic Journal of Comparative and International Education (NJCIE), 2(2-3), 56-71. https://doi.org/10.7577/njcie.2760


The purpose of this study is to explore the roles and responsibilities that national education legislation in Iceland imposes on municipalities in terms of leadership. A qualitative content analysis was applied to explore the relevant national legislation—that is, education acts, regulations, and curriculum guides—and identify themes by looking for specific words that are characteristic in leadership practices. The findings reveal that policy ends concerning educational leadership of municipalities are somewhat tacit in current national legislation. Yet, the roles and responsibilities that the state delegates to municipalities comprise leadership functions that are distributed in nature and, to a large extent, harmonize with desired leadership practices as emphasized in the literature. Legislation emphasizes comprehensive education, but also in-cludes signs of technocratic homogenization. In the discussion of our findings, we argue that the educational system is quite dependent on the political emphasis at each given time, making it difficult for both munic-ipalities and the state to facilitate a cohesive leadership emphasis. We suggest that closer attention to the local level, and a recognition of it as an important unit and agency for educational development, is of sig-nificant importance. These observations will be followed by a further investigation into the actual practice of leadership at the local level.


This work is licensed under a Creative Commons Attribution 4.0 International License.

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