School principals in Canada: context, profil and work, Pancanadian surveys of principals and teachers in elementary and secondary schools (2005-2006)
Notice bibliographique
Résumé
Over the last ten years, the educational systems in Canada’s various provinces have undergone several important changes (Lessard and Brassard, 2006; Riopel and Tardif, 2005). While certain general trends (such as the emphasis on accountability or the desire to professionalize teachers) seemed to be transversal or common to the various regions, each province undertook specific educational reforms and demonstrated a particular type of academic governance (Ben Jaafar and Anderson, 2004; Lessard and Brassard, 2006; Lessard and Grimmett, 2004).\n\nWith these changes in mind, it is important to analyze the effects that a transformed educational system and new educational policy can have on the conditions and nature of the work performed by personnel working in the field of education. The specific objective of the present report is to examine the restructuring of the profession of principal and its relationship to changes in the way Canada’s educational systems are regulated. It will do this by analyzing the way principals have dealt with changes in education,and the way they view and claim to practise their profession. At the same time, it will compare occupational experiences in the various Canadian provinces.\n\nThe report is based on a questionnaire survey carried out in the year 2005 on 2144 primary school and secondary school principals throughout Canada1. In the introduction, we will present the research problem and the survey carried out (its principal objectives, its validity, the questionnaire designed for the principals and the main aspects of the applied statistical analysis). We will also clarify the principle features of the sample from the standpoint of educational variables (level and system of education) and\nregional variables (the urban or rural locality of schools, breakdown according to province and region).\n\nIn the following chapters, we will present the main findings of the survey. First, Chapter 1 will provide the social and professional profile of the principals, in terms of their gender, age, ethnicity, education and career. Chapter 2 will examine the educational environments in which the principals worked, by describing the main characteristics of the student body and the personnel in the schools they managed. Chapter 3 will pay special attention to educational orientation in the schools: the educational objectives to which they attached importance, as well as the various services provided to support students with problems. In Chapter 4, we will examine the way the principals experienced changes in the educational system. We will see that most principals feel that many changes have had a significant and often negative impact on their working conditions and their tasks, though this varied according to the province. In Chapter 5, we will analyze the way the principals described and claimed to perform their work, by endeavouring to understand any tensions – linked to changes in the educational system -- that may exist between their “actual” job and their “ideal” job. We will see that from the principals’ standpoint their\noccupation is comprised of numerous responsibilities and roles, and that it provides them with job satisfaction in many ways. Lastly, Chapter 6 will pay special attention to the conditions in which the principals and teachers were inducted into their work. In the Conclusion, we will return to the survey’s most significant findings, recalling the principal differences revealed according to working context (region, province, teaching level and sector, and student profiles) and according to the social and\nprofessional profile of the directors.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,003 | 0,009 |
| Études des sciences et des technologies | 0,008 | 0,002 |
| Communication savante | 0,003 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| 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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».