Academy of Educational Leadership Journal (Print ISSN: 1095-6328; Online ISSN: 1528-2643)

Editorials: 2022 Vol: 26 Issue: 4

Balancing school leadership for higher grades on the fine line between professional autonomy and accountability

Sedat Cunningham, Utrecht University

Citation Information: Cunningham, S. (2022). Balancing School Leadership For Higher Grades On The Fine Line Between Professional Autonomy And Accountability. Academy of Educational Leadership Journal, 26(4), 1-3.


Trapped in the crossfire of assumptions for further developing understudies' learning results while at the same time protecting understudies' prosperity, school chiefs should adjust responsibility and expert independence. This article presents discoveries from a little contextual analysis that analyzed the connection between the boss and four school directors in a Swedish region. Drawing on an institutional point of view, the reason for the review was to look at how the director deals with the chiefs through the quality evaluation framework through regulative, regularizing, and mental components and how the administrators connect with these institutional perspectives


Balancing School Leadership, Professional Autonomy, Accountability.


The observational information was gathered by interviews. Scott's mainstays of institutional request were applied to examine what guidelines, regularizing assumptions, and mental components that could be recognized in the exact material. Spanning and buffering were utilized as scientific instruments to dissect the methodologies utilized by the directors to connect with these institutional angles. The discoveries demonstrate clear and very much carried out regulative schedules, yet additionally observing and a scope of assents where the chiefs don't live up to assumptions. There are instances of regularizing components accentuated by the administrator, as well as mental components, which give the foundation of the association. To deal with these institutional angles, school directors utilize versatile systems, for example, spanning and buffering (Wieringa, 2020).

In light of discoveries from a little Swedish contextual investigation, this paper looks at the connection between a manager and an example of four school chiefs with regards to school improvement. The accompanying key terms are utilized to portray the training and cycles included, specifically 'limit practice' (used to characterize the quality evaluation framework as a standard that supports associations between the director's and the chiefs networks of training); 'free coupling' (by which school administrators had a relationship with the administrator yet at the same time kept up with their own proficient independence); 'regulative', 'regularizing', and 'mental' components (giving standards, rules, and definitions for school pioneers' activities); 'connecting' and 'buffering' (which describe the techniques utilized by directors in a work of both improve and diminish the impact of the boss on their schools). According to a worldwide viewpoint, the Swedish case is of unique interest on the grounds that the presentation of the quality idea in schooling, trailed by instructive changes, inside an exceptionally brief period has changed the impression of training. These progressions are reflected in the language utilized, a recontextualization of the substance of training and changed relations between neighborhood independence and public control. It is likewise critical how worldwide schooling strategies have been converted into Swedish public arrangements and structures for activity and how powerful strategy entertainers, for example, the EU and OECD have set the plan for quality work in Swedish (Ananny & Crawford, 2018).

In the field of training, the worldwide strategy pattern is described by mounting strain to further develop understudies' learning results at various levels in the educational system. Expanded requests in ongoing a very long time for productivity and execution have prompted a culture of estimation, with execution based administration turning into the ideal. This has been joined by a standard-based responsibility development. The change in worldwide arrangement talk toward an expanded spotlight on quantifiable results can be alluded to as 'administrative responsibility', which further can be converted into administrators considering school chiefs responsible for understudy results. As a component of the responsibility development, information informed navigation has turned into a somewhat new part of head leadership. High assumptions are put on school chiefs to zero in on understudy execution and utilize execution information to further develop educating and learning. This suggests new expert requests for school administrators. Despite the fact that information as a device for school improvement isn't a new thing inside the field of training, the emphasis on responsibility for understudy execution has expanded in late many years (Grossi et al., 2019).

School Associations as Inexactly Coupled Frameworks

School associations are typically portrayed as 'inexactly coupled frameworks' and there are different thoughts regarding how to manage this detachment and the benefits and drawbacks of free coupling. The defenders of managerialism contend that free coupling is an issue and that tracking down the components to fix the school system starting from the top, and laying out request and responsibility, is the way to school improvement. Then again, there are the people who contend that exploiting free coupling is conceivable (Rouhi-Balasi et al., 2020). Thusly, they advance a granular perspective through limit building and reinforcing professionalization. The depiction of schools as inexactly coupled frameworks is most frequently founded on an improved and unidimensional methodology, 'depicted as the endpoint of a scale that stretches out from firmly coupled to approximately couple (Reeve & Cheon, 2021).


In this depiction, firmly coupled frameworks are addressed 'as having responsive parts that don't act autonomously, while approximately coupled frameworks are depicted as having free parts that don't act responsively. Orton and Weick urge scientists to stay away from rearrangements and contend for a rationalistic translation of school associations as inexactly coupled frameworks, underscoring both their uniqueness and responsiveness, comparing these problematic powers all the while. This should be possible by concentrating on authoritative designs 'as something that associations do, instead of simply as something they have' or by involving the idea of free coupling for definite and dynamic clarifications, as opposed to for level and static depictions.


Ananny, M., & Crawford, K. (2018). Seeing without knowing: Limitations of the transparency ideal and its application to algorithmic accountability. New Media & Society, 20(3), 973-989.

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Grossi, G., Kallio, K.M., Sargiacomo, M., & Skoog, M. (2019). Accounting, performance management systems and accountability changes in knowledge-intensive public organizations: a literature review and research agenda. Accounting, Auditing & Accountability Journal, 33(1), 256-280.

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Reeve, J., & Cheon, S.H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54-77.

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Rouhi-Balasi, L., Elahi, N., Ebadi, A., Jahani, S., & Hazrati, M. (2020). Professional autonomy of nurses: A qualitative meta-synthesis study. Iranian Journal of Nursing and Midwifery Research, 25(4), 273.

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Wieringa, M. (2020). What to account for when accounting for algorithms: a systematic literature review on algorithmic accountability. In Proceedings of the 2020 conference on fairness, accountability, and transparency, 1-18.

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Received: 27-Jun-2022, Manuscript No. AELJ-22-12363; Editor assigned: 29-Jun-2022, PreQC No AELJ-22-12363(PQ); Reviewed: 13-Jul-2022, QC No. AELJ-22-12363; Revised: 15-Jul-2022, Manuscript No. AELJ-22-12363(R); Published:22-Jul-2022

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