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The Role of Research in Educational Leaders' Perceived Autonomy

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Title: The Role of Research in Educational Leaders' Perceived Autonomy
Language: English
Authors: Sølvi Mausethagen (ORCID 0009-0007-3050-7223), Sigrunn Tvedten (ORCID 0000-0002-9942-7404)
Source: International Journal of Educational Management. 2025 39(6):1465-1478.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Professional Autonomy, Administrators, Foreign Countries, Research Utilization, Educational Research
Geographic Terms: Norway
DOI: 10.1108/IJEM-09-2024-0602
ISSN: 0951-354X
1758-6518
Abstract: Purpose: The aim of this article is to contribute empirically and conceptually to the literature on educational leaders' autonomy by directing attention to the role of research. This topic has not been sufficiently explored in previous research despite its growing importance in light of the expectations of leaders to a greater extent being involved with and connected to research and researchers in their work. However, we know little about how leaders negotiate such demands with their autonomy and whether it is seen to expand or restrict autonomy. Design/methodology/approach: By adopting the sociology of professions perspective on extensive data from interviews with municipal and school leaders in Norway, we analytically delineated three aspects of the role of research in educational leaders' autonomy. Findings: (1) The relationship between research competence and perceived autonomy, (2) the relationship between partnerships and perceived autonomy and (3) the implications of research for school development processes. In the interconnectedness of these three aspects, research presents several opportunities for educational leaders to identify and use autonomy in ways that empower themselves, how they receive their professional autonomy, and how they use it -- but also as partly restricting. Originality/value: The role of research in leaders' autonomy has received limited explicit attention in the literature on autonomy, and given the current emphasis on increased research-based knowledge and practice, there is a need for empirical and conceptual contributions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492232
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: The Role of Research in Educational Leaders' Perceived Autonomy
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sølvi+Mausethagen%22">Sølvi Mausethagen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-3050-7223">0009-0007-3050-7223</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sigrunn+Tvedten%22">Sigrunn Tvedten</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9942-7404">0000-0002-9942-7404</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Management%22"><i>International Journal of Educational Management</i></searchLink>. 2025 39(6):1465-1478.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 14
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Utilization%22">Research Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Data: 10.1108/IJEM-09-2024-0602
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  Data: Purpose: The aim of this article is to contribute empirically and conceptually to the literature on educational leaders' autonomy by directing attention to the role of research. This topic has not been sufficiently explored in previous research despite its growing importance in light of the expectations of leaders to a greater extent being involved with and connected to research and researchers in their work. However, we know little about how leaders negotiate such demands with their autonomy and whether it is seen to expand or restrict autonomy. Design/methodology/approach: By adopting the sociology of professions perspective on extensive data from interviews with municipal and school leaders in Norway, we analytically delineated three aspects of the role of research in educational leaders' autonomy. Findings: (1) The relationship between research competence and perceived autonomy, (2) the relationship between partnerships and perceived autonomy and (3) the implications of research for school development processes. In the interconnectedness of these three aspects, research presents several opportunities for educational leaders to identify and use autonomy in ways that empower themselves, how they receive their professional autonomy, and how they use it -- but also as partly restricting. Originality/value: The role of research in leaders' autonomy has received limited explicit attention in the literature on autonomy, and given the current emphasis on increased research-based knowledge and practice, there is a need for empirical and conceptual contributions.
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      – SubjectFull: Professional Autonomy
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      – SubjectFull: Administrators
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Research Utilization
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      – SubjectFull: Educational Research
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      – SubjectFull: Norway
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      – TitleFull: The Role of Research in Educational Leaders' Perceived Autonomy
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