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<p>The development of schools in Austria is characterised by a&#xa0;tension between two conflicting interests: the opportunity for autonomous school development and the need for state oversight. Within this context, school development consulting fulfils a&#xa0;crucial role as both a&#xa0;support system and intermediate actor between the interests of individual schools and system control. However, little is known about how school development consultants navigate these differing expectations in their professional practice or which implicit professional identity guides their actions.</p><p>Based on narrative interviews, this article presents a&#xa0;reconstructive typology of different professional identities. From a&#xa0;praxeological perspective, it examines how consultants habitually negotiate the tension between location-specific expectations and central reform projects. The results show five different forms of habitus (service-oriented, mediating, pioneering, executive, missionary), which differ in terms of their relationship to control requirements, their positioning in the area of tension, and their primary understanding of support. Overall the study illustrates that school development consulting is not a&#xa0;homogeneous support system but rather a&#xa0;dynamic field of action with diverging modes of support.</p>

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Schulentwicklungsberatung im Spannungsfeld von Autonomie und zentraler Steuerung. Das professionelle Selbstverständnis von Schulentwicklungsberater:innen aus praxeologischer Perspektive

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  • 发表日期：

    2026年7月29日

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  • Hannah Beer

摘要

The development of schools in Austria is characterised by a tension between two conflicting interests: the opportunity for autonomous school development and the need for state oversight. Within this context, school development consulting fulfils a crucial role as both a support system and intermediate actor between the interests of individual schools and system control. However, little is known about how school development consultants navigate these differing expectations in their professional practice or which implicit professional identity guides their actions.

Based on narrative interviews, this article presents a reconstructive typology of different professional identities. From a praxeological perspective, it examines how consultants habitually negotiate the tension between location-specific expectations and central reform projects. The results show five different forms of habitus (service-oriented, mediating, pioneering, executive, missionary), which differ in terms of their relationship to control requirements, their positioning in the area of tension, and their primary understanding of support. Overall the study illustrates that school development consulting is not a homogeneous support system but rather a dynamic field of action with diverging modes of support.