Inter-professional relationships between principals and teachers in Sweden – how do principals navigate grading and assessment?

In Sweden, the principal is tasked with ensuring fair and equitable grading, yet the discretion and mandate for the act of grading are entrusted to the teacher. This situation entails a potential teacher-principal conflict, and principals must thus determine how they will exercise leadership in terms of grading and assessment practices. To investigate this dynamic, we employ a critical approach that invokes literature on the sociology of professions, and argue that principals have one foot in th