Non-Indigenous Leaders’ Perceptions of their Leadership in K to 12 Nunavut Schools ...
This case study explores non-Indigenous leaders’ perceptions of their leadership in kindergarten to grade twelve (K to 12) Nunavut schools. Educational leadership influences student achievements, including graduation, in schools of Indigenous communities (Odulaja & Halseth, 2018; Truth and Recon...
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| Format: | Article in Journal/Newspaper |
| Language: | English |
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Werklund School of Education
2024
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| Online Access: | https://dx.doi.org/10.11575/prism/43590 https://prism.ucalgary.ca/handle/1880/118747 |
| Summary: | This case study explores non-Indigenous leaders’ perceptions of their leadership in kindergarten to grade twelve (K to 12) Nunavut schools. Educational leadership influences student achievements, including graduation, in schools of Indigenous communities (Odulaja & Halseth, 2018; Truth and Reconciliation Commission of Canada, 2015). Understanding the context that includes the social and historical circumstances of K to 12 Nunavut schools, perceptions the non-Indigenous educational leaders bring to the system, and the relationship between the two, is vital for non-Indigenous educational leaders in K to 12 Nunavut schools. Leaders’ perceptions of their leadership are also vital to educational pedagogy in schools as they influence their choices when leading. There is also insufficient research on non-Indigenous leaders’ perceptions of their leadership in K to 12 Nunavut schools. The following questions guided the study: How do non-Indigenous leaders perceive their leadership in K to 12 Nunavut schools? How ... |
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