Recognizing LEA Officials’ Translator Competences When Implementing New Policy Directives for Documentation of Schools’ Systematic Quality Work

This article aims to deepen our knowledge about the work and competences of local education authority (LEA) officials when implementing new policy directives for documentation in decentralized Swedish school system. The results show that LEA used strategies actions improved relevance principals schools through changes what was documented how they understood results, supported by continuing professional development. In their brokering position proved be key actors, contributing empowerment, confidence trust. Hence, indicate importance LEAs finding balance between steering supporting implementation.