**11. The school leader as ideal type**

**9. Motivation and meaningfulness**

50 Open and Equal Access for Learning in School Management

*years here.*

*live as a civil person.*

*a meaningful journey, that is it!*

musicians and artists, on the verge of adult life.

**10. Concluding thoughts**

The students' motivation should be set against what the school is aspiring to achieve. A clear vision will set the context for the school to make sustained improvements and move forward [59]. The impact on student outcomes is in basic the measure of the school's effectiveness in producing skills and knowledge. To involve the students' own knowledge, skills and social competence in the school improvement process will increase their motivation of the need to learn how to make well-informed decisions for their upcoming adult life [18]. In their letters, the students express their motivation explicit as a source of values, close connected to security and teaching as the two other conditions for learning. Values are synonymous with meaning or defined as concepts of the desirable with motivating force [13]. There are certainly values that sustain minor motivation, but values seem nevertheless to be an overall important factor

*The school motivates me because it is a big part of my daily life and I want to do the best of my three* 

*Sometimes the school do not motivate me so well. I would learn how to buy a house, pay bills or just to* 

*What is motivating me in the school is that I learn how to learn…how to make memories…find friends…*

The letters recognize two different kinds of student motivation. The first kind is achievement motivation [60] with individual needs to do something better than it has been done before. The abilities for success are realistic goals and constructive feedback from teachers to facilitate the students´ own efforts. The second kind of motivation connects to networking, goal sharing and a micro-political awareness in-group coalition, regarding to results and orientation to individual and collective educational goals. Klemp [60] claims that achievement and power motivation together form a cognitive initiative, which refers to how the students define themselves as actors in a certain situation. In the culture analysis, the cognitive initiative is students' definitions of themselves as collective members of the Arts program and as individual

The conditions for the students' approach to learning combine both their thinking and actions as learners. The combination of mental and behavioral elements forms a dynamic profile of students as learners, in accordance with the pre-perceptions of student learning as motivated, contingent and situated. The assumption that students are active learners who reflect upon and may actively participate in investigating their own practice [37] is visible through the empiric material. The boundaries between formal and informal learning differs with particular contexts from the three grades of the program. The students have in general good awareness of their informal learning, grounded in their motivation and the sense of meaningful education. In their letters, they express that the structure of the program have enabled them

to learn and reflect on their performance process and outcomes [61, 37].

of the students' attitudinal orientation and understanding of their education.

In the European perspective, the ideal school leader should be an inspiring delivery and sterling character with a vision, charisma, integrity and emotional intelligence. However, if there are leaders who do not fit this image; we cannot use this ideal picture to define school leadership in general. It is time to give up the myth of the ideal leader. Searching for good leadership is no longer a matter of finding the right role or the right person [63]. Hodgkinson [13] describes the rough correspondence between the Weberian leadership categories of rationallegalistic with realism and charismatic with idealism. To understand the idealistic foundations we also need to interpret the axiological theory of value. Describing the complexity of regulatory mechanisms and conventions that affect school leadership leads to the need for new concepts to achieve a deeper understanding of this area.

To manage an organization from a cultural perspective requires a different approach than the traditional instrumental or pragmatic view. Alvesson [64] notes that the research in this area is limited to manageable meanings and ideas directly related to efficiency and performance. Hodgkinson [13] argues that issues of values of individual members should be the key points in organizational analysis.

To handle safety issues of different kinds is an important task for a school leader. Within the school conflicts generate when educational interests of groups and individuals do not really match. Uncertainties regarding what is really happening cause different or divergent values to the same piece of fact. Disagreement between individual and collective interests leads to the divergence of individual, organizational and institutional needs. An important issue for each organization is the ability to unite the formal nomothetic approach and the informal idiographic behavior of its members. Hodgkinson [13] argues that the nomothetic rational ideology in organizations is often countervailed by the idiographic humanistic countervailing tendencies and their associated ideologies. Based on the organization's quest for order, there is a natural endeavor to limit the strength of the individuals' idiographic impact. In the school this divergence is visualized by the dialectical relationship of educational contexts of nomothetic rules and the idiographic aspirations of students and teachers.

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The School Leader as Ideal Type: How to Reconcile Max Weber with the Concept of School Culture

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The school leader as ideal type means that the traditional descriptions of leaders and leadership are no longer enough to face the twenty-first century challenges for schools. School leaders must acquire an ability to understand what social action is and use this knowledge in relation to individual social actors. Professional researchers [65] can strategically use autoethnography as methodology. School leaders can use it repeatedly, for better understanding of the meanings and values they encounter in their practice. This insight will, according with Weber create an "individual" ideal type, defined as "a mental construct for the scrutiny and systematic characterization of *individual* concrete patterns which are significant in their *uniqueness*" [66–68].

This does not mean taking the actor's point of view. The understanding of teachers and students perceptions of teaching and learning becomes valuable tools for the school leader in creating ideal types based on the interpretation of what is going on in the school on different levels [1].
