Making sense of assignment : on the complexity of being a school leader

摘要: The primary aim of this paper is to narrow down the description how school leaders interpret assign-ment (the task) and identify markers for they look upon conditions doing a good job in Sweden. context practice-based process-oriented research. We use complexity theories frame emerging practice leading organizing. This contrast techno-cratic homogenization—that is, law texts, steering documents, documentation, standardized methods, plan-ning, ceremonies. A questionnaire was conducted with three open questions (n=363 out possible 548 participants) four focus groups (n=21). Complexity, dilemmas, inconsistency emerge respondents’ answers closer are everyday action. results show that put on conflict between image schools as complicated complex. Complicated accompanied by generalizing weak contextualizing control systems, planning, evidence-based education—that concept technocratic homogenization. Complexity emphasize life organizations, leaders, robust from perspective