Leadership Practices of Founding School Leaders in Canadian Private Schools
Date
2022-10-12
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Abstract
In Canada, and around the world, in recent years there has been a proliferation in school choice. School choice includes options for K-12 students that include public, Catholic, charter, private schools, home schooling, and online schools. Without exception, leadership in all types of schools plays a critical role in the success, or failure, of the institution. When private schools close, students are required to move to another school and this may have a negative overall impact on their learning and educational experience. This study focused on founding school leaders’ leadership practices as the schools progressed from start-up to sustainability. The researcher utilized a multiple site case study analysis of four founding private school leaders who helped lead their schools and achieve sustainability. Semi-structured interviews and artifact analysis were used to determine common leadership practices that contributed to school sustainability. Specifically, the founding school leaders in this study discussed practices, such as: setting direction, building relationships and developing people, developing the organization to support desired practices, and improving the instructional programs. Furthermore, the founding school leaders reflected on their perceived ability to adapt their leadership style as was required, generally moving from visionary leadership to servant and then to distributed leadership. Finally, leaders in this study reported an adherence to a systems thinking orientation and a growth mindset that allowed them to provide the leadership required throughout the process of starting a private school.
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Educational Leadership, Growth Mindset, Systems Thinking, Leadership Practices, Leadership Theories, Visionary Leadership, Servant Leadership, Distributed Leadership, Private School, Canada
Citation
Rogers, J. B. (2022). Leadership practices of founding school leaders in Canadian private schools (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.