Comparing principal autonomy in time and space: modelling school leaders’ decision making and control

This article presents the development and application of a model that can be utilized to compare autonomy principals in various historical national contexts. Drawing on former conceptual work education, conceptualizes principal as two-dimensional. The first dimension is decision making expected from principals, manifested continuum being restricted or extended. second control imposed also varying between an extended nature. In relation each other, restricted/extended result four different governance configurations impact principals’ complexities. We apply for description Swedish conditions over time comparison Nordic principals. With this endeavour, we demonstrate how nation-specific particularities educational interact with limitations opportunities leadership. Moreover, argue focus stakeholders schools might fertile strategy further understanding confusing concept school autonomy.