This chapter aims at identifying the qualities and the characteristics of successful leadership practice within the Norwegian elementary and secondary school system. We used multi-site case study methods (Yin, 1989; Day, Harris, Hadfield, Tolley, & Beresford, 2000), including quite extensive observation in twelve selected schools. We have chosen a perspective that looks at leadership as grounded in activity and interaction rather than in position or role Our findings demonstrate that successful leadership in our case schools is almost entirely practiced through collaboration and team efforts. A learning-centered approach is the focal point for the schools’ philosophy as well as for its practice. Respect for the individual student and colleague in the building of professional communities of practice seems to be a guiding norm of conduct. It involves enabling others in a way that allows them, in turn, to become enablers (Foster, 1986). These democratic principles are also values included in the national policy documents for Norwegian primary and secondary education. These principles imply that one of the main responsibilities of a school principal is to build educational institutions around central democratic values, for example, promoting equity and social justice in school as well as in the wider community. Focusing on social justice implies a concern for the welfare of others and for the dignity and rights of individuals. Therefore acting in accord with democratic values set the foundation for recognizing leadership as successful in Norwegian schools
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MØller, J. et al. (2007). Successful Leadership Based on Democratic Values. In: Day, C., Leithwood, K. (eds) Successful Principal Leadership In Times Of Change. Studies In Educational Leadership, vol 5. Springer, Dordrecht. https://doi.org/10.1007/1-4020-5516-1_5
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