Some Aspects of Leadership in Independent Schools in Alberta

Interest in independent schools has been growing in Canada, partly as a result of some parental dissatisfaction with public schools. The Canadian province of Alberta has legislation in place that permits development of independent schools while simultaneously imposing controls on their operations. A...

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Bibliographic Details
Published inAlberta journal of educational research Vol. 45; no. 1; pp. 67 - 84
Main Authors Decoux, Bruce V., Holdaway, Edward A.
Format Journal Article
LanguageEnglish
Published Edmonton, AB University of Alberta 01.04.1999
University of Alberta, Faculty of Education
Subjects
Administration
Administrator Attitudes
Administrator Behavior
Administrator Effectiveness
Alberta
Board Administrator Relationship
Canada
Charter Schools
Cultural instruction
Educational Change
Educational Experience
Educational Improvement
Educational organization
Educational sciences
Elementary Secondary Education
Foreign Countries
General points
Government School Relationship
Institutional Characteristics
Interpersonal Relationship
Language culture relationship
Leadership
Legislation
Literary Styles
Nontraditional Education
North America
Parents
Philosophy
Principals
Private Schools
Public Education
Public Schools
Religion
Religious Schools
School Councils
School Culture
School Districts
School life
School principals
Student School Relationship
Students
Teachers
Trust (Psychology)
Canada
Alberta Canada
School Project
Questionnaire
Head teacher
Private School
Governing Body
Autonomy
Role Perception
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Summary:Interest in independent schools has been growing in Canada, partly as a result of some parental dissatisfaction with public schools. The Canadian province of Alberta has legislation in place that permits development of independent schools while simultaneously imposing controls on their operations. A recent study used interviews, observations, and documents to examine the perceptions of principals in eight accredited, funded, independent schools in Alberta about the major factors that affected their leadership role. They especially identified philosophical congruence enhanced by respect and trust, as well as personal relationships, school culture, symbolism, and support from staff of the government's regional offices.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
content type line 14
ISSN:0002-4805
1923-1857
DOI:10.55016/ojs/ajer.v45i1.54627