Role ambiguity among school principals in China and Finland

Abstract

This study explores the role-ambiguity phenomenon among public secondary school principals in China and Finland. Organizational dysfunction caused by role ambiguity in professional organizations has been studied since the 1960s (Kahn et al, 1964). Although role ambiguity occurs most frequently in educational organizations, few studies on role ambiguity are found on school leaders. This study contributes to this topic by building a multidimensional knowledge structure of role ambiguity among school principals. It applies a qualitative design with case study as its approach. The data was collected through ten individual interviews with upper secondary school principals in Shanghai and the Central Finland region. Thematic analysis was applied as the data analysis technique. The findings proved that role ambiguity is a transactional process and it occurs throughout principals’ career. Both internal and external elements can contribute to the formation of role ambiguity, but principals' coping strategies can largely influence the magnitude of role ambiguity. Based on the findings, this study gives suggestions on principals’ professional development. Principal training programmes could be more individualized and practical. Mentoring systems could be systematically applied. Furthermore, a collaborative leadership model can be sought as an option.