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Schools are one of the most important knowledge-based and knowledge-generating type of organization in society. The overall aim of school education is, in a Swedish context, that “children and students shall receive and develop knowledge and values...” and develop “a lifelong urge to learn.” (Education Act 2010:800, chapter 1, §4) As a societal organization, schools have an unprecedented reach and impact as it is compulsory for all children during nine years of their lives. 

Given the importance of schools as a knowledge-based and knowledge-generating organization, it is interesting to ask what knowledge is required to manage such organizations? Learning and knowledge is heavily regulated and controlled in schools, not the least by a common curriculum, knowledge requirements, and national tests, but the inner workings of the schools – the teaching and organizing of teaching - is also seen as essential for children’s and students’ learning. The school principal is responsible for organizing and leading such work. In the paper it is argued that the changing knowledge requirements of the principals is a reflection of the changing ideas of what kind of organization a school is and what kind of role the principal should have; something which seems to continuously oscillate between the principal as a professional representative and/or an organizational manager. 

In this paper we ask what is required for managing schools by studying the role and training of Swedish school principals over time. Changing knowledge requirements, forms of training and relation towards teachers as a group, ties into larger questions of school governance, educational quality, legitimacy and professionalization/deprofessionalization of occupational groups.