Page 55 - ALR2018 Handbook

Qualitative Dimension on Principals’ Role to Support Teachers in

Assessment and Grading
Helene Ärlestig

Objectives

This study focus on how principals support teachers in their work with assessing and grading
their students. Existing studies indicate that there are qualitative differences in the ways that
principals do their work. The purpose of this article is to use ideal types to identify qualitative
differences in the leadership provided by principals in supporting teachers’ assessment and
grading work. It is based on two research questions: What qualitative differences in the
leadership provided by principals in support of teachers’ assessment and grading work can be
identified through a deeper analysis of the studies empirical data? What methodological
considerations are needed in order to work with ideal types to describe such qualitative
differences?

Perspective(s)

Principals importance as pedagogical leaders to form prerequisites and support teachers in
their teaching is widely recognized (i.e. Ärlestig & Törnsen, 2014; Day, 2007; Day, Gu. &
Sammons, 2016; Leithwood, Sun & Pollock, 2017). In more and more countries policy
highlight principals’ importance to work with schools core mission; students learning.
Discussing the principal’s role and duties in supporting the work of teachers makes it possible
to assess and develop the principal’s own work. How and what kind of activities that are
prioritized gain different results and focus. Assessment and grading and how it is preformed
has a direct link to teaching quality and school results. Teachers have different prerequisites
and support to manage this important task. Using a method that create character groups
differences in leadership style can be visualized.

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