Stuðningur við skólastjóra í námi og starfi

The importance of providing support to principals to help them tackle increased and varied demands regarding schoolwork has been pointed out. It is believed that both professional and personal support is needed that also aims for the principals’ professional development (Davis and Darling Hammond, 2012; Gumus and Bellibas, 2016; Howley, Chadwick and Howley, 2002; Myers and Ginsberg, 1994). The support should be adapted to the principals’ situation in each school and focus on empowering them as principals and enhancing their leadership capacities (Woods, Woods and Cowie, 2009). Preferably this should be done through formal leadership programs, mentoring, research work and learning engagement within their schools etc. (Davis and Darling-Hammond, 2012; Gates et al., 2014; Gumus and Bellibar, 2016). In many countries, including Iceland, the local authorities (municipalities) are financially and professionally responsible for pre- and compulsory school education. It is increasingly seen as the responsibility of local school authorities to provide necessary support to principals, both with regard to formal postgraduate education and in their professional development in general (Darling-Hammond, LaPointe, Meyerson, Orr and Cohen, 2007; Ikemoto, Taliaferro, Fenton and Davis, 2014; Louis, Leithwood, Whalstrom and Anderson, 2010). Little research has been conducted in Iceland on what kind of support principals receive or need. Existing research indicates that they receive only limited backing, and that local school authorities are not well prepared to provide the necessary assistance, possibly with the exception of the largest districts (Ingibjorg Magnusdottir, 2013; Runar Sigþorsson, 2013). The aim of the study was to explore the personal and professional support principals in pre- and compulsory schools experience from local school authorities and others, in their professional work, as well as in attending postgraduate programs. The findings generate knowledge in an under-researched field and, more particularly, inform how municipal support for principals can be improved. Data was gathered in autumn 2014, through semi-structured individual interviews with 14 principals, 60-70 minutes each. The principals had all completed a master’s program in school management and leadership at the University of Akureyri. The participants were principals when they began their master’s program or became principals during or after the program and had experience of working in 14 municipalities, all outside the capital area. Six of the participants were pre-school principals and eight compulsory school principals. Two main themes emerged; support from local school authorities and; support from others, such as from their own networks, family, deputy heads, leadership teams and teachers and other principals. The findings indicate that the support received influenced how well the principals felt they were able to do their job, and apply their knowledge and skills. The principals valued support from the local school authorities, which, however, differed between municipalities. Most of the principals reported no interest on behalf of the local school authorities regarding their master’s program, but those few who did valued that kind of attention. It would appear that completing a master’s degree in school management and leadership was considered a private issue of the principals (and teachers). Most of the principals had a positive relationship with their local school authorities although this was not always the case. How they experienced support from local authorities strongly depended on whether they sensed trust and goodwill, and had access to moderate funds for the school and for professional development. It was generally in the hands of the principals themselves to organize their support. In the largest municipality, where support was more organized, the principals found it distant, although it differed between individuals. Work overload appeared to adversely affect how well the support suited the principals’ needs. Of special concern was the lack of support from local school authorities to principals, who had to deal with municipal or school amalgamations since the backing and support of principals is essential in such challenging situations. To a great extent the principals depended on their own personal network for building personal and professional backing, both in their master’s programs and generally in their work. They sought advice from other principals, fellow students and teachers in the master’s program, their spouses and friends, as well as from colleagues and leadership teams in their schools, especially their deputy heads. The principals were of the opinion that the local school authorities should take more initiative in assisting them; support could be better adapted to their own circumstances, and should include more organized networking with other principals, as well as mentoring. These findings strengthen the conclusion that support for principals from local school authorities is neither sufficient nor individualized enough and needs to be reorganized, as has been shown to be the case in some other countries. How local school authorities should help and support principals needs further investigation, however, especially from their point of view. Furthermore, the findings suggest that pre-school principals may experience less support from local school authorities than compulsory school principals, a trend which needs further clarification