A Principal's Homework: A study of principals' reactions to the Swedish School Inspectorate's auditing process

Abstract: This thesis attempts to study and explain Swedish school principals’ reactions to and perceptions of the auditing process of the Swedish School Inspectorate. Guided by two strands of institutional theory, rational choice and sociological institutionalism, the author identifies certain factors that can potentially affect how principals react and think about the auditing process. The study follows a case study method where six principals were interviewed. The purpose of the interviews was to learn about the auditing process, to find out if there are information asymmetries between the inspectorate and the schools, what principals thought of the inspectorate’s evaluation, what motivated them to implement the interventions to meet the inspectorate’s demands and how the stakeholders of the schools influence the entire process. The results of the study point to principals in many cases following rules because they are properly internalized and legitimate. Other principals are more motivated by the sanctions of the inspectorate. The conclusion drawn from the material is that a logic of appropriateness has a sort of primacy in motivating compliance, sanctions and thus rational strategic behaviour steps in where the logic of appropriateness fails.