Yukon Principals’ Perceptions of their Role and Practices in Stakeholder Engagement for School Growth
School principals need to develop shared visions, develop leadership skills in others, develop relationships with stakeholders, and communicate data to foster and maintain school growth. For principals to be successful in these areas, they need to understand the dimensions and domains of administrative leadership. Throughout this research, it is evident that Yukon principals value personal relationships with their school community. This focus on relationships is important in building reciprocal understanding and is supported by the broader literature as well as within the Yukon context in Yukon frameworks released by the Department of Education and the responses from Yukon Principals. Once there is a reciprocal understanding, it enables principals to engage stakeholders in communication, volunteerism, and governance. Principals also need an understanding of the leadership domains and possess a combination of the leadership skills. The purpose of this research study was to examine Yukon principals’ perceptions towards cultivating and maintaining reciprocal communication, active participation, and shared governance with stakeholders for school growth. This study was guided by four research questions: (a) How do Yukon principals demonstrate reciprocal communication with stakeholders for school growth? (b) How do Yukon principals promote active participation from stakeholders for school growth? (c) How do Yukon principals share school governance with stakeholders for school growth? and (d) What policies and documents do Yukon principals use for school growth? The research used a qualitative questionnaire distributed to Yukon principals to gain data in response to the research questions. Key findings from this research resulted in a total of 13 themes, about the four research questions. The themes included parallels between Yukon principals’ responses and the literature around the principal’s need to be able to develop shared visions, develop leadership skills in others, develop relationships with the stakeholders, and communicate data in order to foster and maintain school growth (Fullan, 2006, 2010; LaFee, 2002; Leithwood, 1994; Wallace Foundation, 2013). Additionally, the research extended the literature related to various place-based differences in how leadership is leveraged to promote and maintain engagement for school growth including relationships between the principal and liaison positions, Yukon First Nation Governments, and school councils.
URI for this recordhttp://hdl.handle.net/1974/23801
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