Relations of Responsibility in School Development

Changed governance increased the freedom of schools but also their responsibility, with more scope for interpreting the assignment. Two models of school development were studied to see how they affect school actors’ understanding of assignment and responsibility, the relationship between the commissioner’s exaction of responsibility and the contractor’s assumption of responsibility. Two case studies examine conceptual dimensions of assumption of responsibility. These models and resulting measures shape actors’ understanding of assignment and responsibility, emphasizing different parts of the control system. The Scope for Action Model stresses the role of the local school with a bottom-up strategy for assumption of responsibility. It uses culture analysis to clarify responsibility relations by making actors aware of their accountability and the potential in their assignment. The Effective Schools Model stresses the political level in a top-down strategy. It shows organizational deficiencies in relation to the assignment and the responsibility. The models increased cooperation between professionals, exposing the organization and its boundaries, management, and occupational roles. Activities became more pupil-oriented, highlighting the task of upbringing and teaching. Lack of time, poor organizational structures, and increased administration obstructed the fulfilment of the assignment. The models led to the exposure and creation of responsibility structures for organization, management, communication and cooperation. Responsibility structures were created through firmer cooperation. These measures furthered individual and collective learning processes and (re)shaped the professionals’ understanding of assignment and responsibility. Professional autonomy is essential for commitment, motivation, and understanding. It is concluded that knowledge of the school’s responsibility reduces the discrepancy and helps professionals to improve their competence and develop school