School-Based Management with or without Instructional Leadership: Experience from Sweden

Erik Lindberg, Vladimir Vanyushyn


This study sets out to examine schools principals’ perception of the importance of school-based management
(SBM) and instructional leadership tasks and their assessment of the performance of those tasks in Swedish
upper secondary schools. A review of the literature on SBM and instructional leadership results in a list of twenty
one tasks grouped into administrative, firefighting, and instructional leadership. Analysis of the survey responses
from 234 principals shows that 80% of administrative and 75% of firefighting tasks were seen as highly
important and performed well, while 68% of instructional leadership tasks were perceived as of having lower
importance and performance. Implications for school principals and policy-makers are discussed and venues for
future research are outlined.

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Journal of Education and Learning   ISSN 1927-5250 (Print)   ISSN 1927-5269 (Online)


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