Det som flaskehalsen peger på! Betydningen af skolens aktuelle organisering for samarbejde om skolens opgave

Collaboration is a cornerstone in the everyday practices of our public primary schools. However, the processes of collaboration are inherently conflictual, since school professionals must constantly integrate diversified agendas, as well as coordinate different perspectives, contributions and interests. This fundamental condition means that school management is mainly about enabling collaboration across contexts and different partial insights into the task at hand. However, it also means that the work conditions of school managers are shaped by the arrangements
of collaboration between government, municipality, teachers, parents, etc. This article examines what these arrangements currently look like from a managerial perspective.
Furthermore, it examines what opportunities, dilemmas and challenges school managers are currently grappling with in relation to these arrangements. There are high expectations towards school management, and more and better management is often described as the answer to almost any problem at primary schools. However, if such expectations are to be meaningful, they must be informed by knowledge of school managers real options for action. This article sets out to explore and describe the current work conditions for school management. What does the
everyday life of school management look like? In what ways do current policy strategies affect the school as an organisation and influence management strategies in Danish primary schools? Also, what dilemmas and risks do the aforementioned strategies and organisational forms pose for school managers in particular and for primary schools in general?