ERIC Number: ED468524
Record Type: Non-Journal
Publication Date: 2002-Apr
Reference Count: N/A
Role Representations at the Core of School Principals' Practices in the Midst of School Reform in Quebec.
Savoie-Zajc, L.; Brassard, A.; Corriveau, L.; Fortin, R.; Gelinas, A.
The aim of this paper is to identify how school principals see their roles in the context of change dynamics brought about by school reform. The data come from a study funded by the Social Sciences and Humanities Research Council of Canada. The general research objective is to highlight "models of action" that school principals have developed through their years of professional experience. The researchers wish to pinpoint how those "models of action" are challenged when a major school reform is introduced and what kind of adjustments they have to make to their professional practices. Results show that there are eight types of relationships that capture school principals' visions of their roles in the context of change dynamics. Positive relationships include harmonizing diversity, collaborating, vision building, and decision-making. There are relationships tinged with emergency and danger, others characterized by movement and instability, and one describing a relationship of power and influence. These inner images allow proposing a more precise understanding of the subjective meaning principals attribute to their professional role. This understanding will be deepened when these representations can be linked to the intents and strategies underlying the principals'"models of action." (Contains 23 references.) (RT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada