Leadership in rural education : programming and policy implementation

This qualitative study examined aspects of rural education in Newfoundland and Labrador. A phenomenological approach was used to describe the essence of the experiences of rural teachers and administrators in the province. Questionnaire responses revealed the views of rural educators' personal encounters with community, programming, and policy. -- The study was driven by the following research questions: -- • How can rural schools provide programming that motivates students while challenging them and preparing them for life after school? -- • How can rural schools implement policies and expectations, according to the standards of today's education system and society as a whole? -- • Are rural communities resistant to the provision of an education that is in line with current societal standards? -- • How can rural schools provide the highest possible quality education? -- The findings in the study reveal the significant role that both distance education and multi-grading play in rural programming, with support requested in both areas. Study participants also described some perspectives of small schools and the nature of rural community interactions. A major finding in the study was the sociological perspective that rural communities, in their attempts to maintain individual cultural identities in an infringing, globalizing society, may be in part responsible for some of the challenges that face rural education