Uppeldi og menntun - 01.01.2010, Síða 68

Uppeldi og menntUn/icelandic JoUrnal of edUcation 19(1–2)/201068
faglegt SJálfStæði grUnnSKÓla
Method
In a survey amongst basic school principals in 2006, two main themes were addressed;
their views on the operation and professional autonomy of schools and their views
concerning the influence of school boards on their schools. An electronic questionnaire
was sent to all basic school principals in Iceland, i.e. 172 individuals. 132 principals
answered the questionnaire, making the response rate 77%.
Findings
The findings show that 60% of Icelandic basic school principals said that the profes-
sional independence of basic schools is considerable and 72% claimed that their schools
were professionally independent. 75% also said that it is important to further increase
the professional independence of basic schools. 43% of the principals claimed that
municipal education policies increase their independence as principals.
Moreover, 78% of the principals claimed that their teachers have considerable
professional independence and 43% of them said that municipal education policies
increase their teachers’ professional independence. This view was significantly stronger
amongst principals in the capital Reykjavík than elsewhere in the country. 89% of
the principals claimed that their teachers agree with policy ends put forth in their
municipal education policies.
The findings also indicate that principals took an active part in educational policy
making at the municipal level, i.e. 77%. A majority, or 89% of the principals, were
supportive of municipal policy making concerning school affairs, and believed it will
enhance school improvement. However, 71% of the principals claimed that school board
involvement in school affairs should remain as it is; not to be increased or decreased.
Discussion
Based on these views of principals, municipal education policies have enhanced the
professional independence of basic schools and the role of principals as professional
leaders. The findings also show that the majority of the principals have been involved in
their municipal education policy making. This suggests that the functional governance
structure of basic schools in Iceland is collaborative in nature.