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Drawing on an analysis of education policies and qualitative research data, the impact of education reform on the roles of English primary headteachers and their Finnish counterparts is examined and compared. Global forces have resulted in similar policy trends in both countries but owing to contrasting cultural values and education traditions there are marked differences in the mechanisms for change at both national and local levels. However, irrespective of globalisation and differing national contexts, there were considerable similarities in the perspectives of headteachers and principals on the rewards and constraints of their role and the realities of leadership and management. [ABSTRACT FROM AUTHOR]

The article is a comparative analysis of the policy and practice of professional learning communities (PLCs) in primary schools in England and Finland. The concept of PLC has become a globally fashionable one and has been explicitly advocated in policy documents in both countries. Drawing from a database of qualitative semi-structured interviews with primary teachers, four key themes affecting their work and well-being are identified: the primary school community; collaborative working; continuing professional development and trust and accountability. The realities of PLCs as experienced by primary teachers in each country are contrasted. Similarities in teachers' responses were found, especially in examples of education policy borrowing. However, the different cultural contexts in each country resulted in some fundamental differences that strongly influenced the nature of, and possibilities for, school PLCs. While ideal notions of PLCs may be difficult to realise, it is argued that it is an important concept worth developing for its potential contribution to teacher well-being. [ABSTRACT FROM AUTHOR]