Friesen, SharonJardine, DavidPamplin, Lori2015-01-082015-02-232015-01-082014http://hdl.handle.net/11023/1990In this inquiry the phenomenon of the principalship is opened up to create new understandings of what it means to be a principal. Educational literature hints at the complex and contingent nature of principal leadership, but does not address it sufficiently. This hermeneutic inquiry seeks to understand the always emergent, ambiguous, and contingent nature of being a school principal within a large urban school district. Understanding differently illuminates ways to support the development of principals through professional learning.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Education--AdministrationLeadershipPrincipalHermeneuticsLived ExperienceProfessional LearningK-12EducationSchoolUnderstanding the Lived Experience of the School Principal: A Hermeneutic Studydoctoral thesis10.11575/PRISM/28569