Leaders with Class: A Case Study on the Role of K-12 Teaching Principals in Rural Alberta
Date
2019-07-24
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Abstract
The purpose of this research inquiry was to gain a deeper understanding of the work performed to fulfil the duties of the teaching principal in a K-12 public education system. The study used a qualitative case study methodology and involved six participant teaching principals in semi-structured interviews, who held the position of teaching principal in Alberta for a period of five or more years. Key findings revealed that teaching principals have a complex workload. The participants shared examples of their duties in three areas: managing the school, instructional leadership, and teaching. While the teaching principals in this study subscribed to the qualities of servant leadership and were able to build relationships with staff and students, this added to the teaching principals multifaceted workload. Additionally, the teaching principals in this study believed they were well supported from their district office through teaching support, role modelling instructional leadership, and mentorship. They also created boundaries to save time and help support them in their daily work. It was also found that shrinking school budgets continued to decrease each year and the teaching principals in this study absorbed the reduced funding within their role, thereby, increasing their workload. Teaching principals in this study were found to enjoy teaching and used teaching to role model which strengthened trust and credibility with staff and students. Finally, teaching flattened the hierarchy of the school for the teaching principals in this study through their humble, servant attitude.
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case study, teaching principal, principal, instructional leadership, teacher, school administrative leader
Citation
Dennis, J. L. (2019). Leaders with Class: A Case Study on the Role of K-12 Teaching Principals in Rural Alberta (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.