Érudit | Dépôt de documents: School principals in Canada: context, profil and work. Pancanadian surveys of principals and teachers in elementay and secondary schools (2005-2006)

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DC Field	Value	Language
dc.contributor.author	Cattonar, Branka	-
dc.contributor.author	Lessard, Claude	-
dc.contributor.author	Blais, Jean-Guy	-
dc.contributor.author	Larose, François	-
dc.contributor.author	Riopel, Marie-Claude	-
dc.contributor.author	Tardif, Maurice	-
dc.contributor.author	Bourque, Jimmy	-
dc.date.accessioned	2009-07-06T15:07:44Z	-
dc.date.available	2009-07-06T15:07:44Z	-
dc.date.issued	2007	-
dc.identifier.citation	Cattonar, B., Lessard, C., Blais, J.-G. et al. (2007). School principals in Canada: context, profil and work Pancanadian surveys of principals and teachers in elementay and secondary schools (2005-2006). Montreal: Canada Research Chair on Occupations in Education.	en
dc.identifier.isbn	978-2-923620-02-2 (relié)	-
dc.identifier.isbn	978-2-923620-03-9 (pdf)	-
dc.identifier.uri	https://depot.erudit.org/id/003083dd	-
dc.description.abstract	With 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.	en
dc.description.sponsorship	Étude financée par le Conseil de Recherche en Sciences Humaines du Canada dans le cadre de son programme Grands travaux de recherche concertée (CRSH-GTRC 2002-2006; #412-2001-1002)	en
dc.description.tableofcontents	Introduction. Presentation of the survey on school principals in Canada, p. 1, I. The research problem: Change in the type of educational regulation and the normative re-defining of the role of school principals, p. 2, II. The school principal survey, p. 4, 1. The objectives and purpose of the survey, p. 4, 2. The survey sampling and validity, p. 5, 3. The statistical analysis, p. 6, III. The principal characteristics of the sample, p. 7, 1. The education variables, p. 7, The school sector, p. 7, The educational level, p. 8, 2. Regional variables, p. 9, The rural or urban location of the schools, p. 9, The regions and the provinces, p. 11; Chapter 1: The socio-professional profiles of the school principals, p. 13, I. The socio-demographic profile of school principals, p. 13, 1. Gender: A re-feminization of the profession, p. 13, 2. Age, p. 21, 3. Ethno-linguistic factors: A cultural gap vis-à-vis the school population, p. 24, II. The professional profile of the principals, p. 26, 1. Level of education and field of study, p. 26, 2. Career and length of service, p. 33, III. Conclusion, p. 43; Chapter 2: The educational institutions, p. 51, I. The size and composition of the school, p. 52, 1. Number of students, p. 52, 2. The number and categories of personnel, p. 55, II. The student profile, p. 78, 1. The social background of students, p. 78, 2. The cultural background of students, p. 81, Language spoken and immigrant background of students, p. 81, The ethnicity of students, p. 83, Perceptions of the impact of students’ cultural diversity on relationships in the school, p. 92, Student absenteeism (truancy) and dropping out, p. 97, 3. Students in difficulty or with disabilities, p. 101, 4. Problematical behaviour among students, p. 110, III. Problematical relationships with students’ parents, p. 118, IV. Profile of the teaching staff, p. 120, 1. Teaching experience, p. 120, 2. Ethnicity of teaching staff, p. 128, 3. Problems manifested by teachers, p. 139, 4. Teacher profile and student profile, p. 143, V. Conclusion, p. 150; Chapter 3: The educational profile of the schools, p. 157 I. The educational goals of the schools, p. 157, II. Support services provided to students, p. 165, 1. Special services designed for students with difficulties, p. 165, 2. Services to integrate students, p. 175, III. Policies on school life and students, p. 186, IV. Mission/specialisation of schools targeting a special category of student clientele, p. 194, V. Conclusion, p. 199; Chapter 4: Changes to the educational system: perceptions and impacts, p. 205, I. Changes affecting schools, p. 205, 1. Changes having an impact on the schools, p. 205, 2. Increase in competition among schools, p. 219, II. Impact of changes to the educational system, p. 227, 1. Effects on the function of principal, p. 227, 2. Effects on the schools, p. 236, 3. Positive effects on schools in the future, p. 248, III. Conclusion, p. 253; Chapitre 5: How school principals relate to their work: the work they accomplish, their ideal conceptions of their profession and the way they actually experience the profession, p. 261, I. A multiple role, p. 261, 1. Roles actually performed, p. 262, 2. Ideal conceptions of the role of principal, p. 270, II. A multitude of responsibilities, p. 279, 1. Responsibilities assumed, p. 279, 2. Ideal conceptions of a principal’s responsibilities, p. 302, III. “Actual work” and “Ideal work”: convergence and divergence, p. 326, IV. Day-to-day work experience, p. 332, 1. Overall job satisfaction as regards employment and working conditions, p. 332, 2. Overall satisfaction with social relations in the school, p. 349, V. Academic changes and the relationship of principals to their work: what kind of restructuring is required for the profession of principal? p. 356, VI. Conclusion, p. 392; Chapitre 6: Professional integration and development of teachers and principals, p. 399 I. The Professional integration and development of the teachers, p. 400, 1. Activities to integrate, develop and support new teachers, p. 400, 2. Principals’ satisfaction with regard to special-purpose funds benefiting the professional integration and development of new teachers, p. 404, 3. Principals’ perception of new teachers, p. 407, 4. Principals’ overall satisfaction with new teachers who worked in their institution, p. 418, 5. The principals’ perceptions regarding difficulties encountered by the new teachers, in various aspects of their job, p. 421, 6. The principals’ opinions on the recruitment and hiring of new teachers, p. 430, II. The professional integration and development of the principals, p. 443, 1. The welcoming, support and mentoring activities of new principals, p. 443, 2. The principals’ perceptions of their own integration, p. 447, III. Conclusion, p. 452; Conclusion, p. 457 Principals in Canada Today, p. 457, Their working conditions, p. 458, How have they been affected by the recent educational changes? p. 459, What is their ideal conception of their profession and how do they experience and practice it? p. 459, How do they enter their profession? p. 460, Determinants of the school principals’ professional experience, p. 460.	en
dc.language.iso	en	en
dc.publisher	Canada Research Chair on Occupations in Education	en
dc.subject	Direction d'écoles primaires et secondaires	en
dc.subject	personnel de soutien et d'encadrement	en
dc.subject	Canada	en
dc.title	School principals in Canada: context, profil and work. Pancanadian surveys of principals and teachers in elementay and secondary schools (2005-2006)	en
dc.title.alternative	Les directeurs et les directrices d'école au Canada : contexte, profil et travail, Enquêtes pancanadiennes auprès des directions et des enseignants d'écoles primaires et secondaires (2005-2006)	en
dc.type	Report	en
Appears in Collections:	Rapports de recherche du CRIFPE

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