Seppo Pulkkinen, Pekka Kanervio, Mika Risku (eds.) More Trust, less Control – less Work? Work? less – Control less Trust, More (eds.) Risku Mika Kanervio, Pekka Pulkkinen, Seppo Seppo Pulkkinen, Pekka Kanervio, Mika Risku (eds.) MORE TRUST, LESS CONTROL – LESS WORK? Culture of Trust as a Basis of Educational Leadership and School Improvement STUDIES IN EDUCATIONAL LEADERSHIP 2 More Trust, less Control – less Work? Culture of Trust as a Basis of Educational Leadership and School Improvement STUDIES IN EDUCATIONAL LEADERSHIP 2 Seppo Pulkkinen, Pekka Kanervio, Mika Risku (eds.) More Trust, less Control – less Work? Culture of Trust as a Basis of Educational Leadership and School Improvement UNIVERSITY OF JYVÄSKYLÄ JYVÄSKYLÄ 2015 Cover by Ville Korkiakangas. URN:ISBN:978-951-39-6286-9 ISBN 978-951-39-6286-9 (PDF) ISBN 978-951-39-6285-2 (nid.) ISSN 2342-1592 Copyright © 2015, by University of Jyväskylä Jyväskylä University Printing House, Jyväskylä 2015 ENIRDELM 2014 CONFERENCE COMMITTEES PROGRAMME COMMITTEE - THE BOARD OF ENIRDELM 2013–2014 Jukka Ahonen Mestariluokka Oy (Chair) Mualla Aksu Faculty of Education, University of Akdeniz, Turkey Mateja Brejc National School for Leadership in Education, Slovenia Tim Hurley Drumcondra Education Center, Ireland Signe Neimane City of Riga. Latvia ORGANIZATIONAL COMMITTEE Jukka Ahonen Mestariluokka Oy, Chair Tapio Lahtero City of Vantaa Tarja Virkkala City of Vantaa Seppo Pulkkinen University of Jyväskylä Pekka Kanervio University of Jyväskylä Markku Antinluoma University of Helsinki, Palmenia Anna-Maija Siljander University of Helsinki, Palmenia Mirva Ala-Koskela University of Helsinki, Palmenia Kauko Hämäläinen University of Helsinki Atso Taipale University of Helsinki Tapani Nieminen Apricum Oy Mikko Salonen Konsulttipaja Oy VOLUNTARY PERMANENT SECRETARY & EDITOR David Oldroyd Poland WEBMASTER Thomas Söderberg Uppsala University, Sweden ABSTRACT BOOK EDITOR Jukka Ahonen ABSTRACT BOOK GRAPHIC DESIGN Jussi Peso CONFERENCE PUBLICATION EDITORS Seppo Pulkkinen, University of Jyväskylä Pekka Kanervio, University of Jyväskylä Mika Risku, University of Jyväskylä ABSTRACT Pulkkinen Seppo, Kanervio Pekka, Risku Mika (eds.) More Trust, less Control – less Work? Culture of Trust as a Basis of Educational Leadership and School Improvement Jyväskylä: University of Jyväskylä, 2015, 198 p. (Studies in Educational Leadership, ISSN 2342-1592; 2) ISBN 978-951-39-6285-2 (nid.) ISBN 978-951-39-6286-9 (PDF) This publication includes the full paper presentations presented in the European Network for Improving Research and Development in Educational Leadership and Management (ENIRDELM) 2014 conference. ENIRDELM 2014 is a conference for school leaders, educational administrators, trainers, researchers and consultants from across Europe and beyond, who share an interest in educational leadership and management. The annual conference was organized by the University of Helsinki, City of Vantaa, and the Institute of Educational Leadership in the University of Jyväskylä. The theme of the conference in 2014 was More Trust, less Control – less Work? Culture of Trust as a Basis of Educational Leadership and School Improvement. Keywords: leadership, trust, control, school improvement Editors PhD Seppo Pulkkinen Institute of Educational Leadership P.O. Box 35, 40014 University of Jyväskylä, Finland [email protected] PhD Pekka Kanervio Institute of Educational Leadership P.O. Box 35, 40014 University of Jyväskylä, Finland [email protected] Mr. Mika Risku Institute of Educational Leadership P.O. Box 35, 40014 University of Jyväskylä, Finland [email protected] Reviewers Prof Kauko Hämäläinen PhD Kaisa Isotalo PhD Tapio Lahtero PhD David Nkengbeza PhD Atso Taipale PhD Pablo Yagüe FOREWORD My first experience in ENIRDELM was twenty years ago in 1994 in Majvik here in Finland. The conference was chaired by Kauko Hämäläinen and it was the third one in the network´s history. The first one was held in Sanner, Norway chaired by Christen Jordet and the second one in Katowice, Poland chaired by Danuta Elsner. These three friends were with us in the 1994 conference. The atmosphere and attitudes I met in the ENIRDEM-conference was something special. It gave me the feeling that this is where I can meet with pro- fessors and other professionals whose ideas are really worth listening to. Dur- ing all these years I have enjoyed the exceptional kindness, warmness and real friendship between the members. This is the second time that I have the honor- able task to serve this fine network as the chairperson. Ten years ago in 2004 the conference was held in Helsinki. I remember opening the conference with the words “I hope that this conference will widen our views in the topics that the conference is devoted to. We should approach one another as partners who are able to look at the task that unites us from many various angles. Mutual understanding is based on trust and confidence. It grows stronger when we get acquainted with the other person and her or his reality. This professional network is the best possible ground for increasing this understanding.” I am a little worried about myself. Why do I want to repeat that part of my speech in 2004 after ten years? The reason is because I think that the feeling of trust and confidence is vitally important also today. I´m sure that we are capable and willing also this year to reach the same atmosphere which gives us a reason to come together year after year and learn from each other – for the better education to our children in our own countries. We made together a good professional conference! I hope you enjoy the results while reading this book. In Vantaa 31.3.2015 Jukka Ahonen Chairperson of the ENIRDELM Board in 2014 FIGURE Figure 1 Learning track of Finnish principals ...................................................... 54 Figure 2 The diagram of average values “Freedom” .......................................... 79 Figure 3 The diagram of average values “Responsibility” ................................ 79 Figure 4 The diagram of average values ”Independence” ................................. 80 Figure 5 School leadership strategies .................................................................... 84 Figure 6 How creative are you? ............................................................................. 86 Figure 7 The triangle of hierarchical control - social control - self-control .... 100 Figure 8 Educational benchmarking has systematically organized visits and enhanced benefits to ensure they are cascaded in a strategic way so that they are implemented in the whole system, both in Espoo and in York Region. .................................................................... 132 TABLE Table 1 The doubling time of the growth rates .................................................. 18 Table 2 Principal´s autonomy in resource allocation ........................................ 55 Table 3 School principals´ view of their involvement in school matters: Principals' leadership methods ............................................................... 56 Table 4 Use of Student exam results according to principals .......................... 57 CONTENTS ABSTRACT FOREWORD FIGURES AND TABLES CONTENTS 1 INTRODUCTION .............................................................................................. 11 2 David Oldroyd: CAN WE TRUST MAINSTREAM EDUCATION TO PREPARE US FOR A SUSTAINABLE FUTURE? ......................................... 12 ABSTRACT.......................................................................................................... 12 2.1 Introduction ............................................................................................... 13 2.2 Context ....................................................................................................... 13 2.3 Why “Spaceship Earth” as a guiding metaphor? ................................. 14 2.4 Two ‘worlds’ on a crash course on Spaceship Earth ........................... 14 2.5 Wicked problems ...................................................................................... 15 2.6 Systemic barriers to trust ......................................................................... 16 2.7 Education system barriers to trust ......................................................... 17 2.8 Can we trust ourselves? ........................................................................... 19 2.9 How to restore trust in a safer future? ................................................... 20 2.10 What can ENIRDELM contribute? ......................................................... 21 2.11 Conclusion ................................................................................................. 22 REFERENCES ..................................................................................................... 23 APPENDIX .......................................................................................................... 24 3 Marianne Kise & Roger Sträng: THE DEPARTMENT OF ENTHUSIASM .... 25 ABSTRACT.......................................................................................................... 25 3.1 Introduction ............................................................................................... 26 3.2 Children as stakeholders ......................................................................... 27 3.3 The Department of Enthusiasm .............................................................. 28 3.4 The impact of multiprofessional groups ..............................................