Middle leadership and reform work in schools in Norway: coupling agents, gatekeepers, and door openers

This paper explores the role of middle leaders in realizing the reform intentions of the Norwegian national curriculum, “Læreplanverket for Kunnskapsløftet 2020” (LK20). The study focuses on how middle leaders navigate the complex interplay of central policy demands while fostering collaboration within the school system. The concept of loose coupling is employed as an analytical framework to highlight the connectivity within school organizations. Through qualitative data collection, including interviews and observations, the findings indicate that middle leaders function as both door openers and gatekeepers at the school level, enhancing the professional actors’ realization of policy demands. Middle leaders serve as coupling agents between school authorities, principals, teachers, students, and parents, playing a key role in interpreting policy expectations and functioning as drivers for reform work. Their ability to inspire and facilitate understanding among teachers is crucial in addressing the complexities of national policy intentions in a curriculum reform.