Open AccessThe development of competencies required for school principals in Quebec: Adequacy between competency standard and practice
Author(s) -
Monique Lambert,
Yamina Bouchamma
Publication year - 2019
Publication title -
education policy analysis archives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.727
H-Index - 46
ISSN - 1068-2341
DOI - 10.14507/epaa.27.4211
Subject(s) - variety (cybernetics) , professional development , psychology , function (biology) , face (sociological concept) , pedagogy , work (physics) , medical education , political science , public relations , sociology , medicine , engineering , mechanical engineering , social science , evolutionary biology , artificial intelligence , computer science , biology
School principals deal with a variety of increasingly complex responsibilities (Trudeau, 2013). They must therefore develop and hone professional competencies that will enable them to effectively perform their pedagogical, organizational, relational, or administrative duties (Barber, Whelan & Clark., 2010; Bisaillon et al., 2009; Darling-Hammond, Meyerson, LaPointe, & Orr, 2010; Pont, Nusche, & Moorman, 2008). In light of the many societal changes and resulting pressure on schools, many countries have developed competency standards for school principals to redefine the competencies required to successfully fulfill this role (UNESCO, 2006). Quebec has followed suit in this movement with the publication of its first competency standard for school principals in 2008. This document is used during the initial training for future school principals to develop competencies useful for this function. What competencies are needed by school leaders in relation to the challenges they face in their work? What are these challenges? Interviews with school principals (N = 13) allowed us to highlight challenges that arise in their day-to-day activities which allowed us to identify the professional and cross-curricular (behavioural) competencies that they implement to do their job.