Routledge Professionalisation of School Leadership: Theoretical and Analytical Perspectives (Routledge Research in Educational Leadership)

This book examines the subject of school leadership as a profession. It tackles questions of what it means to be professional and to work within a profession, and how school leadership fits within these definitions. The book analyses five areas which, in the sociology of professions, are considered important for an occupation to qualify as a profession: knowledge base, education and training, ethics, working conditions, and formation of a professional identity. Based on these criteria, the book offers a comprehensive analysis into a sociological definition of the professional status of school leadership. The authors argue that school leadership is an emerging profession characterised by development and efforts across different areas. Contributing to the discussion and theorisation of professionalisation, this book will be valuable reading for scholars, researchers, and students in the field of educational leadership and educational policy. About the Author Jakob Ditlev Bøje is Associate Professor in the Department for the Study of Culture, University of Southern Denmark. He teaches in educational studies, and his research focuses on professions, organisations, and leadership in the Nordic welfare state. Lars Frode Frederiksen is Associate Professor in the Department for the Study of Culture, University of Southern Denmark. He is Director of studies, and his research focuses on organisations and leadership in relation to upper secondary school. Bjørn Ribers is Associate Professor in the Department for the Study of Culture, University of Southern Denmark. His research focuses on the education and praxis of the European welfare professions, educational science, and professional ethics. Finn Wiedemann is Associate Professor in the Department for the Study of Culture, University of Southern Denmark. He is director of educational studies. His research focuses on school leadership and current tendencies in pedagogy and education.