Skolchefens makt och inflytande

Sammanfattning: Abstract  The purpose of this study is to investigate the perceived power and influence of superintendents in relation to their state-appointed role in the Education Act, and the autonomy it provides. This qualitative study uses Foucault’s analysis of power as its theoretical framework. The empirical data collects through semi-structured interviews with in total thirteen superintendents employed by municipals or independent schoolboards. Superintendents employed by independent schoolboards have generally been under-researched previously and this makes this study an important contribution. The empirical data is analysed using three of Foucault’s concepts of power: governance, power and counter-power, and power and knowledge. The results indicate a notable variation in the perceptions of superintendents regarding their power and influence. The context in which they operate, as well as the ownership or operation of the schools, also plays a role for the superintendents´ perceptions of power and influence. The results indicates that superintendents have power and highlight a significant difference between the role of a superintendent in an independent organization compared to a superintendent working in a municipal organization. The superintendent employed by an independent schoolboard has a more defined and distinct role compared to a superintendent in a municipal schoolboard. Furthermore, the results indicates that the superintendent’s perception of their power and influence depends due to several factors in the surrounding society for example, voter groups, conservation interests, skills shortage, and unemployment.        Keywords  superintendent, schoolboard, educational leadership, school management, Foucault, power and influence