Exploring Secondary Principals' Perspectives of the Secondary Vice-Principal Role
This study examined the perspectives of secondary principals of the secondary vice-principal role. According to the secondary principals interviewed, the vice-principal role has become increasingly complex with increased workload as the role is predominantly operational (by reacting to student discipline, attendance, and conflict resolution) at the expense of demonstrating instructional leadership.
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Is Gender a Consideration in the Hiring and Rotation of Secondary School Principals?
Government statistics from the early 2000s in Ontario, Nova Scotia, Saskatchewan, and British Columbia illustrate that the percentage of women secondary school principals has risen over the past thirty years. This study investigated whether gender is a factor in the hiring and rotation practices of school boards within these four provinces.
Viewed 895 times.
Perspectives of New Administrators on the Ontario Principals Qualification Courses
Teachers who wish to move into the role of administration in Ontario’s public school system must first complete Principals’ Qualification Courses (PQP). This study investigated the perceptions of newly appointed school administrators in Ontario regarding their experience with the PQP. More specifically, the author wished to explore the extent to which the current structure of PQP training in Ontario prepared new administrators for the realities of school leadership.
Viewed 877 times.
Principals’ Work in Contemporary Times
Most principals indicate that they find their career rewarding and could not imagine doing anything else. However, principals’ work is very unpredictable in nature and is fraught with several challenges. These challenges include...
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Social Justice as a Priority in New Teacher Induction
This research study explored the degree to which social justice was prioritized by Ontario school administrators, as part of the New Teacher Induction Program (NTIP). This study aimed to understand the ways in which administrators influenced the social justice practices of beginning teachers.
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Supporting teachers who engage in district-wide, school-based programs: The experiences of Principals
This study examined the experiences of school administrators whose schools were the hosting sites of a district-wide professional learning initiative in one Ontario school board. Intended to assist with the implementation of evidence- based literacy and numeracy practices, four teachers from across the board were chosen to host demonstration classrooms where other teachers could visit and observe research-based instructional practices in action.
Viewed 712 times.
The Changing Nature of Principals' Work (in Ontario)
Principals’ work is challenging and intensifying. They report working long hours and struggling to achieve work-life balance. To better support current and future principals, we need to understand the changing nature of their work. This research found that...
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The Effectiveness of Literacy Coaches
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education and can be accessed, along with other What Works summaries, on their website at:
This summary provides an overview of research in the area of literacy coaches:
"This article offers a review of studies on literacy coaches. It highlights the diversity
of roles that coaches play, the resulting improvements to student achievement, and
the implications this holds for teachers and principals working with coaches to
improve student learning in elementary schools."
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