This part of the project is closed connected to the study, Improving schools for school improvement – how successful schools develop their collective readiness capacities for school improvement, but focus is on teachers conception on how schools are steered in relation to their capacities for improving the pedagogical practice. The teachers’ views on framing of the development of pedagogical practice in relation to their development of educational capacities for improving pedagogical leadership and practice are of great interest to study today, analyzed within the conceptual framework Structure, Culture and Leadership.
The analysis is based on interviews with 20 teachers, working in four different compulsory successive schools, in grade nine. Qualitative different views on pedagogical leadership seem to produce and maintain successful reach of academic objectives. Open dialogue, between the principalship of a school and teams of teachers, are one successful strategy of most importance for creating a strong educational capacity for the ordinary work including successful and creative solutions by the teachers of unexpected events and competence development among the teachers.