This article presents results from a collaborative action research study involving school leadership teams from Francophone minority settings in Western Canada. It is from these practitioners’ (n=63) points of view that a comparative picture of the impact of COVID-19 on the management and leadership practises during this extraordinary health crisis is drawn. These management teams’ tasks are presented according to the theoretical concepts of management and leadership and then particular considerations during this crisis context are discussed. The questionnaire focused on the elements of management, on the relationships between the stakeholders and on the health and well-being of the management teams. Herein, only the results of the first two aspects of the questionnaire are presented and discussed. Results reveal a strong consensus around management and leadership functions associated with the need to preserve and support staff well-being, ensure regular and constant communication, encourage and motivate teachers, and revise schedules to ensure the proper functioning of the school.Certain characteristics were found to influence certain results, such as positions held, gender, and location and size of schools. The nature of the relationships between some stakeholders, particularly the departments of Education and members of the management teams during the pandemic, were noticeably adversely impacted compared to others. The support received from staff, co-workers, family, and close friends more than made up for the shortcomings elsewhere.
{"title":"Incidence de la COVID-19 sur la gestion et le leadership des équipes de direction d’établissements scolaires en milieux francophones minoritaires dans l’Ouest canadien","authors":"J. Rocque, Cindy Côté","doi":"10.7202/1108433ar","DOIUrl":"https://doi.org/10.7202/1108433ar","url":null,"abstract":"This article presents results from a collaborative action research study involving school leadership teams from Francophone minority settings in Western Canada. It is from these practitioners’ (n=63) points of view that a comparative picture of the impact of COVID-19 on the management and leadership practises during this extraordinary health crisis is drawn. These management teams’ tasks are presented according to the theoretical concepts of management and leadership and then particular considerations during this crisis context are discussed. The questionnaire focused on the elements of management, on the relationships between the stakeholders and on the health and well-being of the management teams. Herein, only the results of the first two aspects of the questionnaire are presented and discussed. Results reveal a strong consensus around management and leadership functions associated with the need to preserve and support staff well-being, ensure regular and constant communication, encourage and motivate teachers, and revise schedules to ensure the proper functioning of the school.Certain characteristics were found to influence certain results, such as positions held, gender, and location and size of schools. The nature of the relationships between some stakeholders, particularly the departments of Education and members of the management teams during the pandemic, were noticeably adversely impacted compared to others. The support received from staff, co-workers, family, and close friends more than made up for the shortcomings elsewhere.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"59 11","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La réforme de la gouvernance du système éducatif belge francophone et la mise en oeuvre de plans de pilotage qui lui est corollaire placent tant les directeurs d’établissements que les conseillers pédagogiques face à la nécessité de reconsidérer l’exercice de leur métier. Dans ce contexte, le rôle et l’accompagnement du conseiller pédagogique constituent un levier devant permettre aux directeurs de développer un leadership indissociable du nouveau cadre de pilotage des établissements. À travers l’analyse d’entretiens compréhensifs menés auprès de dyades composées de directeurs et de conseillers pédagogiques, cet article développe un double angle analytique approfondissant, d’une part, les conditions d’accès au réel de l’activité des directeurs et s’interrogeant, d’autre part, sur la manière par laquelle l’accompagnement du conseiller pédagogique tend à s’adapter au contexte de réforme de la gouvernance scolaire.
{"title":"L’accompagnement dans un contexte de réforme de la gouvernance et de pilotage par les résultats en Fédération Wallonie-Bruxelles : facteurs favorables à l’accès au réel de l’activité des directeurs","authors":"Sandrine Lothaire, F. Renard, Valérie Duvivier","doi":"10.7202/1108431ar","DOIUrl":"https://doi.org/10.7202/1108431ar","url":null,"abstract":"La réforme de la gouvernance du système éducatif belge francophone et la mise en oeuvre de plans de pilotage qui lui est corollaire placent tant les directeurs d’établissements que les conseillers pédagogiques face à la nécessité de reconsidérer l’exercice de leur métier. Dans ce contexte, le rôle et l’accompagnement du conseiller pédagogique constituent un levier devant permettre aux directeurs de développer un leadership indissociable du nouveau cadre de pilotage des établissements. À travers l’analyse d’entretiens compréhensifs menés auprès de dyades composées de directeurs et de conseillers pédagogiques, cet article développe un double angle analytique approfondissant, d’une part, les conditions d’accès au réel de l’activité des directeurs et s’interrogeant, d’autre part, sur la manière par laquelle l’accompagnement du conseiller pédagogique tend à s’adapter au contexte de réforme de la gouvernance scolaire.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"16 3","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emily E. Larson, Yihan Xu, Philip Oreopoulous, Sasha Tregebov
Educator wellbeing has broad implications for students and schools. Current approaches to address this problem are generally resource-intensive. This trial used novel nudges to increase wellbeing and decrease burnout among educators and other school-based faculty. We designed a light touch intervention where T1 received evidence-based wellbeing weekly text messages and T2 received weekly messages plus leadership endorsement emails. We evaluated this intervention in a large-scale three-arm RCT with participants (n=1,155) from K-12 schools in Manitoba, Alberta, and British Columbia. When compared to the control group, we saw no significant difference between the control group and T1 and T2 groups on burnout or wellbeing. The failure of these evidence-based text messages in increasing educators’ wellbeing and reducing their burnout highlights both the difficulty of addressing this problem and the importance of learning lessons from trials with null results to contribute to our knowledge base of improving educators’ wellbeing.
{"title":"Is it Too Optimistic to Assume Light Touch Interventions can Improve Educational Workers’ Wellbeing? Insights from a Field Randomized Control Trial in Canada","authors":"Emily E. Larson, Yihan Xu, Philip Oreopoulous, Sasha Tregebov","doi":"10.7202/1108430ar","DOIUrl":"https://doi.org/10.7202/1108430ar","url":null,"abstract":"Educator wellbeing has broad implications for students and schools. Current approaches to address this problem are generally resource-intensive. This trial used novel nudges to increase wellbeing and decrease burnout among educators and other school-based faculty. We designed a light touch intervention where T1 received evidence-based wellbeing weekly text messages and T2 received weekly messages plus leadership endorsement emails. We evaluated this intervention in a large-scale three-arm RCT with participants (n=1,155) from K-12 schools in Manitoba, Alberta, and British Columbia. When compared to the control group, we saw no significant difference between the control group and T1 and T2 groups on burnout or wellbeing. The failure of these evidence-based text messages in increasing educators’ wellbeing and reducing their burnout highlights both the difficulty of addressing this problem and the importance of learning lessons from trials with null results to contribute to our knowledge base of improving educators’ wellbeing.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"30 24","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Throughout the COVID-19 pandemic, principals have taken on increased responsibilities. Principals who are thriving are praised for their resilience while those who are struggling are inundated with calls to build their resilience. In this conceptual article, we problematize the overemphasis on individual responsibility that is implicit in pro-resilience narratives. We reviewed the interdisciplinary literature and used an inductive approach to examine resilience narratives across historical and disciplinary arcs, with specific attention given to the school leadership literature. We argue that, within the context of this pro-resilience movement, if attention is not given to the structural conditions of work intensification, the education system is setting K–12 principals up to experience adverse unintended consequences. These consequences can worsen existing mental health issues, such as occupational burnout, or exacerbate mental health stigma. We conclude by suggesting that structural changes could disrupt this individualization of responsibility and overreliance on the personal resiliency of school principals.
{"title":"School Principals’ Work Intensification and Resilience: A Call for Structural Change","authors":"Katina Pollock, Ruth Nielsen, Shankar Singh","doi":"10.7202/1108429ar","DOIUrl":"https://doi.org/10.7202/1108429ar","url":null,"abstract":"Throughout the COVID-19 pandemic, principals have taken on increased responsibilities. Principals who are thriving are praised for their resilience while those who are struggling are inundated with calls to build their resilience. In this conceptual article, we problematize the overemphasis on individual responsibility that is implicit in pro-resilience narratives. We reviewed the interdisciplinary literature and used an inductive approach to examine resilience narratives across historical and disciplinary arcs, with specific attention given to the school leadership literature. We argue that, within the context of this pro-resilience movement, if attention is not given to the structural conditions of work intensification, the education system is setting K–12 principals up to experience adverse unintended consequences. These consequences can worsen existing mental health issues, such as occupational burnout, or exacerbate mental health stigma. We conclude by suggesting that structural changes could disrupt this individualization of responsibility and overreliance on the personal resiliency of school principals.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"59 11","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138951847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elements of strength-based pedagogy are evident in current practices being implemented in Canadian schools as well as internationally. Classroom teachers appreciate the importance of creating a positive learning environment for students where the latter feel a sense of belonging, choice, and self-efficacy toward their learning (Deci & Ryan, 2008; Rickabaugh, 2016). While many educators apply such practices at the classroom level, strength-focused pedagogies can be organized through the conceptualization of a unifying framework. Building on research which proposed a dual-dimensional approach to student support services, this article explores the role of school leadership in shifting a school’s culture toward one that values, identifies, and leverages the strengths of students and educators to promote flourishing within their schools. Employing an Appreciative Inquiry action research design (Cooperrider et al., 2000; Stowell, 2012) to engage research participants, this study used Keyes’ (2002) dual-dimensional model as a lens through which to investigate the application of strength-based concepts and practices within school and classroom settings.An Appreciative Inquiry (AI) Action Research Design (Stowell, 2012; Cooperrider et al., 2000) was used to engage research participants, using Keyes’ dual-dimensional model (Keyes, 2002) as a lens through which to investigate the use of strength-based concepts and practices within school and classroom settings.
{"title":"Creating Visionaries Through Positive Leadership: Shifting Educational Paradigms Towards Strengths","authors":"Melissa Dockrill Garrett","doi":"10.7202/1108434ar","DOIUrl":"https://doi.org/10.7202/1108434ar","url":null,"abstract":"Elements of strength-based pedagogy are evident in current practices being implemented in Canadian schools as well as internationally. Classroom teachers appreciate the importance of creating a positive learning environment for students where the latter feel a sense of belonging, choice, and self-efficacy toward their learning (Deci & Ryan, 2008; Rickabaugh, 2016). While many educators apply such practices at the classroom level, strength-focused pedagogies can be organized through the conceptualization of a unifying framework. Building on research which proposed a dual-dimensional approach to student support services, this article explores the role of school leadership in shifting a school’s culture toward one that values, identifies, and leverages the strengths of students and educators to promote flourishing within their schools. Employing an Appreciative Inquiry action research design (Cooperrider et al., 2000; Stowell, 2012) to engage research participants, this study used Keyes’ (2002) dual-dimensional model as a lens through which to investigate the application of strength-based concepts and practices within school and classroom settings.An Appreciative Inquiry (AI) Action Research Design (Stowell, 2012; Cooperrider et al., 2000) was used to engage research participants, using Keyes’ dual-dimensional model (Keyes, 2002) as a lens through which to investigate the use of strength-based concepts and practices within school and classroom settings.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"66 8","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138951369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic globally impacted teachers’ wellbeing as they adjusted their practices to accommodate physical distancing, online learning, and hybrid models. Coinciding these changes, music teachers were impacted by local health regulations and school divisional policy revisions prohibiting singing and playing wind instruments indoors. Consequently, music teachers were required to abruptly change their practice, were displaced to alternative locations (e.g., gymnasiums), and/or were required to use travelling carts to teach. Research into the impacts that COVID-19 policy changes had on school music remains limited in Canadian contexts. To provide insight into this phenomenon, the research question was formulated: “What are music teachers’ perspectives on how the COVID-19 pandemic impacted their sense of wellbeing?” To facilitate the inquiry, a mixed-methods approach was utilized via an online attitudinal survey, a questionnaire, and focus group discussions. In total, 218 music teachers across Manitoba, Canada participated in the online survey and completed the questionnaire while 21 music teachers participated in focus group discussions. Findings demonstrated that music teachers experienced significantly strenuous working conditions throughout the pandemic, resulting in many teachers considering early retirement or resignation. Despite these challenges, music teachers demonstrated considerable resilience as they navigated the educational landscape in the province.
{"title":"Canadian Music Teachers’ Burnout and Resilience Through the Second Wave of the COVID-19 Pandemic","authors":"Jordan Laidlaw","doi":"10.7202/1108435ar","DOIUrl":"https://doi.org/10.7202/1108435ar","url":null,"abstract":"The COVID-19 pandemic globally impacted teachers’ wellbeing as they adjusted their practices to accommodate physical distancing, online learning, and hybrid models. Coinciding these changes, music teachers were impacted by local health regulations and school divisional policy revisions prohibiting singing and playing wind instruments indoors. Consequently, music teachers were required to abruptly change their practice, were displaced to alternative locations (e.g., gymnasiums), and/or were required to use travelling carts to teach. Research into the impacts that COVID-19 policy changes had on school music remains limited in Canadian contexts. To provide insight into this phenomenon, the research question was formulated: “What are music teachers’ perspectives on how the COVID-19 pandemic impacted their sense of wellbeing?” To facilitate the inquiry, a mixed-methods approach was utilized via an online attitudinal survey, a questionnaire, and focus group discussions. In total, 218 music teachers across Manitoba, Canada participated in the online survey and completed the questionnaire while 21 music teachers participated in focus group discussions. Findings demonstrated that music teachers experienced significantly strenuous working conditions throughout the pandemic, resulting in many teachers considering early retirement or resignation. Despite these challenges, music teachers demonstrated considerable resilience as they navigated the educational landscape in the province.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"9 4","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138951922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Saskatchewan, school divisions have been largely tasked with creating classroom-based assessment policy as, until very recently, the province lacked a current, Ministry-produced guiding document. Using an inductive and qualitative approach to summative content analysis, informed by a policy analysis framework, this project focused on school division administrative policies (n=26) to ascertain their alignment with contemporary assessment principles. Three principles—standards-based assessment, reliability and validity, and fairness and equity—and seven sub-principles—ongoing/continuous, transparent, (involves) stakeholders, (excludes) extraneous/arbitrary factors, triangulation, differentiation, and inclusion—served as the focus of analysis, with particular attention given to how clearly and consistently principles were addressed.
{"title":"Assessment in Saskatchewan: Examining Provincial Approaches to Contemporary Assessment Principles through School Division Administrative Policies","authors":"Cristyne Hébert, Kent LeNouail","doi":"10.7202/1099979ar","DOIUrl":"https://doi.org/10.7202/1099979ar","url":null,"abstract":"In Saskatchewan, school divisions have been largely tasked with creating classroom-based assessment policy as, until very recently, the province lacked a current, Ministry-produced guiding document. Using an inductive and qualitative approach to summative content analysis, informed by a policy analysis framework, this project focused on school division administrative policies (n=26) to ascertain their alignment with contemporary assessment principles. Three principles—standards-based assessment, reliability and validity, and fairness and equity—and seven sub-principles—ongoing/continuous, transparent, (involves) stakeholders, (excludes) extraneous/arbitrary factors, triangulation, differentiation, and inclusion—served as the focus of analysis, with particular attention given to how clearly and consistently principles were addressed.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44978216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ellen Field, Gia Spiropoulos, Anh Thu Nguyen, R. K. Grewal
This paper reports on curriculum analysis of climate change expectations in Canada’s provincial curricula. The research is focused on curriculum policy in Canadian provinces; however, it pertains to an international audience as Article 12 of the Paris Agreement, the international treaty on climate mitigation, adaptation and finance, calls for signatories to “enhance climate change education,” and the United Nations Educational, Scientific and Cultural Organization (UNESCO) have called for environmental education to be a core curriculum component by 2025, which will require all countries to evaluate and improve their curricula globally. Curriculum policy within Canada has not yet been aligned with these policy calls, and our analysis showed fractured and uneven inclusion of climate change. Data findings present explicit climate change education curriculum expectations for each province according to grade, subject, and mandatory versus elective courses. The review shows uneven inclusion of climate change topics, themes, and units within grade 7 – 12 curricula, with most expectations occurring in elective senior secondary courses. A second level of analysis with a ranking tool indicates shallow inclusion. The paper concludes with recommendations for addressing gaps.
{"title":"Climate Change Education within Canada’s Regional Curricula: A Systematic Review of Gaps and Opportunities","authors":"Ellen Field, Gia Spiropoulos, Anh Thu Nguyen, R. K. Grewal","doi":"10.7202/1099989ar","DOIUrl":"https://doi.org/10.7202/1099989ar","url":null,"abstract":"This paper reports on curriculum analysis of climate change expectations in Canada’s provincial curricula. The research is focused on curriculum policy in Canadian provinces; however, it pertains to an international audience as Article 12 of the Paris Agreement, the international treaty on climate mitigation, adaptation and finance, calls for signatories to “enhance climate change education,” and the United Nations Educational, Scientific and Cultural Organization (UNESCO) have called for environmental education to be a core curriculum component by 2025, which will require all countries to evaluate and improve their curricula globally. Curriculum policy within Canada has not yet been aligned with these policy calls, and our analysis showed fractured and uneven inclusion of climate change. Data findings present explicit climate change education curriculum expectations for each province according to grade, subject, and mandatory versus elective courses. The review shows uneven inclusion of climate change topics, themes, and units within grade 7 – 12 curricula, with most expectations occurring in elective senior secondary courses. A second level of analysis with a ranking tool indicates shallow inclusion. The paper concludes with recommendations for addressing gaps.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43482804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Le plan d’enseignement individualisé formalise l’aide fournie à des élèves dans un contexte de reddition de comptes. L’objectif est de comprendre le rôle et les tâches de directions scolaires en lien au plan et à un éventuel contrôle exercé sur les enseignantes. Les données analysées dans cet article sont issues d’une recherche internationale menée de 2015 à 2020. Les entretiens de sept cadres et huit directions ayant participé au projet sont analysés ici. Les résultats montrent que le travail de direction entourant ce dispositif, en Belgique, tente de responsabiliser le personnel enseignant ainsi que de coordonner leurs efforts. Au Québec, l’objectif est d’accompagner et d’inciter à la réflexion en vue de favoriser une reddition de comptes. En Ontario, la responsabilisation du personnel enseignant passe par un contrôle plus serré qui prend la forme du monitorage qu’exerce parfois la direction, tandis qu’en France, cette dernière mise sur la réflexivité du personnel.
{"title":"Le travail de direction d’établissement scolaire examiné à travers des objets. Les plans d’aide individualisée en Ontario, au Québec, en France et en Belgique","authors":"Nathalie Bélanger","doi":"10.7202/1099985ar","DOIUrl":"https://doi.org/10.7202/1099985ar","url":null,"abstract":"Le plan d’enseignement individualisé formalise l’aide fournie à des élèves dans un contexte de reddition de comptes. L’objectif est de comprendre le rôle et les tâches de directions scolaires en lien au plan et à un éventuel contrôle exercé sur les enseignantes. Les données analysées dans cet article sont issues d’une recherche internationale menée de 2015 à 2020. Les entretiens de sept cadres et huit directions ayant participé au projet sont analysés ici. Les résultats montrent que le travail de direction entourant ce dispositif, en Belgique, tente de responsabiliser le personnel enseignant ainsi que de coordonner leurs efforts. Au Québec, l’objectif est d’accompagner et d’inciter à la réflexion en vue de favoriser une reddition de comptes. En Ontario, la responsabilisation du personnel enseignant passe par un contrôle plus serré qui prend la forme du monitorage qu’exerce parfois la direction, tandis qu’en France, cette dernière mise sur la réflexivité du personnel.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43848461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning Leadership is a framework that addresses the complex actions and decisions made by principals. Harris and Jones (2021) declared the need to deepen an understanding of how educational leaders support conditions inherent to learning organizations. This study sought to better understand how principals learn and support growth as a strategy for leading. Findings are presented from seven Alberta, Canada high schools where principals were asked to reflect on learning leadership. Open interviews generated data about learning as both an outcome and a method of leading. Interview data was analyzed through van Manen’s (2016) three step interpretive scheme and yielded themes describing how high school principals mediated in-school realities with external expectations. Study findings indicate that principals who lead for learning and achievement were able to identify growth-minded solutions characterized by ethical and wise approaches.
{"title":"Learning Leadership: Leading Growth in a Transactional System","authors":"Kevin R. Wood","doi":"10.7202/1099981ar","DOIUrl":"https://doi.org/10.7202/1099981ar","url":null,"abstract":"Learning Leadership is a framework that addresses the complex actions and decisions made by principals. Harris and Jones (2021) declared the need to deepen an understanding of how educational leaders support conditions inherent to learning organizations. This study sought to better understand how principals learn and support growth as a strategy for leading. Findings are presented from seven Alberta, Canada high schools where principals were asked to reflect on learning leadership. Open interviews generated data about learning as both an outcome and a method of leading. \u0000 \u0000Interview data was analyzed through van Manen’s (2016) three step interpretive scheme and yielded themes describing how high school principals mediated in-school realities with external expectations. Study findings indicate that principals who lead for learning and achievement were able to identify growth-minded solutions characterized by ethical and wise approaches.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47219317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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