Examining Contradictions for the Development of Competencies in School Leadership

Abstract

This study examined the challenges school principals face at work, and their support needs for professional development. The study drew on cultural-historical activity theory (CHAT) and approached as contradictions principals’ work, the schools in which they operate as activity systems and the challenges they face. The research data consists of three data sets collected from principals: data from a quantitative survey (n = 47), data from workshops for principals (n = 8) and data from individual interviews (n = 5). Three main contradictions were formed from the data and named as (1) inadequate tools in relation to the object of activity, (2) hierarchical structure and tradition of schools and (3) fragmentation of the subject. The results reveal that the work of the principal and the organizational environment are increasingly complex—principals must solve unique problems that are new both to them and in society. The results point towards a shift in problem-solving and learning from an individual perspective towards the communal and inter-organizational view. A CHAT framework can be used as a tool in the development of these collaborative structures, practices and culture.