Cooperation between school principals and their immediate managers: principals’ working conditions in reportedly functional organisations through the perspective of organisational routines

Identified disconnects between principals and their immediate managers appear to hinder effective cooperation, indicating a need for greater knowledge of the conditions that facilitate cooperation. Therefore, the aim of this study was to explore how organisational routines shaped the cooperation between principals and their immediate managers in purportedly functional organisations. Eight principals and their immediate managers were interviewed to capture their unique perspectives on the same issues regarding their cooperation, organisational routines, and potential pathways to improve their cooperation and working relationships. Data were subjected to a reflexive thematic analysis. The results showed that good dialogue and shared long-term goals, greater autonomy among principals and mutual trust characterized successful long-term cooperation between principals and their immediate managers. The findings also contribute to a deeper understanding of how cooperation between principals and their immediate managers might be enacted and sustained by identifying four supportive organisational routines and several pathways for improvement.