Exploratory study of the administrative work life experiences of selected visible minority female school principals
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Notice bibliographique
Résumé
Although Canada is internationally known for its multicultural practices, the work life experiences of visible minority female school principals are unheard and absent from educational leadership research in Canada.In light of the fact that the student population in Canadian schools is increasingly diversifying, it is important to examine the experiences of visible minority female school principals from their own perspectives in order to gain a better understanding of their work life in the education system across Canada.This research is a qualitative case study of the administrative work life experiences of five visible minority female school principals in five selected Western Canadian public schools.The purpose of the research was to examine and describe the administrative work life experiences of the selected visible minority female principals, with a particular focus on the path they took to become principals, the challenges they faced, and the strategies they used to foster inclusive schools.In-depth interviews were the main research method used in this study, supplemented by document and record analyses and the researcher"s reflective journal.Each of the five participants was interviewed three times in order to provide an in-depth analysis of their work experiences.The data were analyzed by using narrative and inductive analysis to let the participants tell their stories first and analyze the research questions inductively second.The results of this study revealed that the path to the principalship for visible minority female principals is influenced by multi-factors, personal abilities and strengths, challenges, supports, and preparatory and training programs.Each of the participants went through different processes to achieve their goal based on their own unique situations.This study also revealed the participants in their principal positions vi faced personal, professional, and organizational challenges related to gender, race, and accent.However, the participants regarded these challenges as opportunities for them to learn and to grow.The strategies used to build inclusive schools by the five participants stemmed from the participants" personal attributes, skills, support systems, and the contribution of their minority status.In their leadership positions, individuals set a clear mission, varied leadership styles, used reciprocal empowerment, demonstrated an ethic of care, acted as mentors, pursued networking, and mastered necessary positional knowledge.This study provides recommendations for other visible minority female principals and visible minority female teachers who aspire to principal positions by identifying steps needed to prepare for the principalship; recommendations for Boards of Education on policy making and action as well as recommendations for professional development.Implications for future research are also set out.This study, while confirming the findings of the research done by other scholars, also has its own unique findings, and the five participants" work life experiences provided five pictures of successful visible minority female school principals in Western Canadian public schools.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,003 |
| Études des sciences et des technologies | 0,001 | 0,004 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,003 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle