Understanding Collaboration Between a Local Education Administration and Principals from the Perspective of Contradictions

Despite the recognition of the local education administration (LEA) as a pivotal actor in the enhancement of quality, previous research incorporating both the LEA and school principals remains scarce. The current study aims to enhance the understanding of different types of discursive contradictions in collaboration and explore the possible consequences of contradictions between the LEA and principals. Using a qualitative study design, this study draws on interviews with superintendents, LEA managers, qualitative strategists, and principals. The theoretical framework is based on discursive manifestations of contradictions. The results reveal that different types of contradictions are discernible in the collaboration between the LEA and principals. The empirical findings show disparate contradictions, including contradictory interpretations of the LEA's role and mission, the ambiguous division of responsibilities, and the asymmetrical distribution of knowledge and communication. A central conclusion is the importance of LEAs and principals working together to negotiate their interpretations of contradictions, which could enable opportunities for contradictions to become a positive driving force for improvements. The study enriches the knowledge of contradictions in collaboration, thereby offering valuable insights for propelling further research on school improvement.