The response of school leaders to governance complexity

Abstract

This study explores leadership within the context of neoliberal reforms, focusing on how leaders at two upper secondary schools in Norway navigate challenges and the strategies they employ. Norwegian upper secondary schools face a new nationwide quality measurement system, where performance technologies challenge the leaders’ professionalism. Concurrently, the Norwegian municipal and regional reform necessitates local agency and networking within a complex landscape for the school leaders, as this reform results in merger process for the two schools. By analysing interview data, a contribution of this article is the examination of intense governing by neoliberal technologies which is met by 'intensified leadership'. This leadership involves managing a complex situation, diverse responsibilities and showing commitment to local communities and the wider purposes of education. Utilising governmentality, the study identifies and raises awareness of the capacities and practices leaders use to handle reforms, also in terms of resistance and care of the self.