External Control and Professional Trust in Norwegian School Governing: Synthesis from a Nordic Research Project

Abstract

This paper analyzes how superintendents, school board members and principals translate what happens when school reforms meet the local levels of implementation in Norway. The underlying theoretical premise is that contemporary reforms mirror two seemingly incompatible reform strategies, respectively, external control and professional commitment. The analysis, based on a review of findings from a Nordic research project, reveal that school boards and superintendents employ elements of both control and professional trust when they interact with school principals, and superintendents mainly act as mediators. Implications for research and practice are discussed.