The Role of the Teacher-Principal on Hutterite Colony Schools in Saskatchewan
Hutterite colony teacher-principals’ roles in their classrooms and schools were examined in this qualitative multiple-site case study. Four teacher-principals’ perceptions of how their teaching and administrative responsibilities impacted their work/life and how the relationship contributed to tensi...
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| Format: | Article |
| Language: | deu |
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University of Akron
2016-06-01
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| Series: | The Journal of Amish and Plain Anabaptist Studies |
| Subjects: | |
| Online Access: | https://ideaexchange.uakron.edu/amishstudies/vol4/iss1/4 |
| _version_ | 1818772441124569088 |
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| author | William Rodger |
| author_facet | William Rodger |
| author_sort | William Rodger |
| collection | DOAJ |
| description | Hutterite colony teacher-principals’ roles in their classrooms and schools were examined in this qualitative multiple-site case study. Four teacher-principals’ perceptions of how their teaching and administrative responsibilities impacted their work/life and how the relationship contributed to tension between the two roles were studied. Pre-interviews, interviews (formal and informal), and classroom participation and observation occurred over four months. Three themes emerged from the study: (1) dealing with and balancing multiple roles on a daily basis; (2) the teachers’ beliefs in the primacy of teaching; and (3) the daily impact of school division and provincial relationships. Rising educational expectations on the colonies, the impact of technology, growing school district and provincial accountability, and the diversity of students’ needs have commanded an increasing proportion of the teachers’ time, without the provision of additional supports. Two policy recommendations are made to the colony schools: (1) recruit teacher-principals who exhibit cultural and relational competence; and (2) integrate teacher-principals into the district / administrative processes to provide the best support for colony schools. |
| first_indexed | 2024-12-18T10:09:24Z |
| format | Article |
| id | doaj.art-6fb0023cf7434ca6a4a3859c021cfe6a |
| institution | Directory Open Access Journal |
| issn | 2471-6391 2471-6383 |
| language | deu |
| last_indexed | 2024-12-18T10:09:24Z |
| publishDate | 2016-06-01 |
| publisher | University of Akron |
| record_format | Article |
| series | The Journal of Amish and Plain Anabaptist Studies |
| spelling | doaj.art-6fb0023cf7434ca6a4a3859c021cfe6a2022-12-21T21:11:28ZdeuUniversity of AkronThe Journal of Amish and Plain Anabaptist Studies2471-63912471-63832016-06-01418297The Role of the Teacher-Principal on Hutterite Colony Schools in SaskatchewanWilliam RodgerHutterite colony teacher-principals’ roles in their classrooms and schools were examined in this qualitative multiple-site case study. Four teacher-principals’ perceptions of how their teaching and administrative responsibilities impacted their work/life and how the relationship contributed to tension between the two roles were studied. Pre-interviews, interviews (formal and informal), and classroom participation and observation occurred over four months. Three themes emerged from the study: (1) dealing with and balancing multiple roles on a daily basis; (2) the teachers’ beliefs in the primacy of teaching; and (3) the daily impact of school division and provincial relationships. Rising educational expectations on the colonies, the impact of technology, growing school district and provincial accountability, and the diversity of students’ needs have commanded an increasing proportion of the teachers’ time, without the provision of additional supports. Two policy recommendations are made to the colony schools: (1) recruit teacher-principals who exhibit cultural and relational competence; and (2) integrate teacher-principals into the district / administrative processes to provide the best support for colony schools.https://ideaexchange.uakron.edu/amishstudies/vol4/iss1/4dariusleut hutteriteteacher-principalcolony schoolone-room classroomcultural competencecross-cultural educational leadership |
| spellingShingle | William Rodger The Role of the Teacher-Principal on Hutterite Colony Schools in Saskatchewan The Journal of Amish and Plain Anabaptist Studies dariusleut hutterite teacher-principal colony school one-room classroom cultural competence cross-cultural educational leadership |
| title | The Role of the Teacher-Principal on Hutterite Colony Schools in Saskatchewan |
| title_full | The Role of the Teacher-Principal on Hutterite Colony Schools in Saskatchewan |
| title_fullStr | The Role of the Teacher-Principal on Hutterite Colony Schools in Saskatchewan |
| title_full_unstemmed | The Role of the Teacher-Principal on Hutterite Colony Schools in Saskatchewan |
| title_short | The Role of the Teacher-Principal on Hutterite Colony Schools in Saskatchewan |
| title_sort | role of the teacher principal on hutterite colony schools in saskatchewan |
| topic | dariusleut hutterite teacher-principal colony school one-room classroom cultural competence cross-cultural educational leadership |
| url | https://ideaexchange.uakron.edu/amishstudies/vol4/iss1/4 |
| work_keys_str_mv | AT williamrodger theroleoftheteacherprincipalonhutteritecolonyschoolsinsaskatchewan AT williamrodger roleoftheteacherprincipalonhutteritecolonyschoolsinsaskatchewan |