Living Leadership: Exploring the Leadership Values and Practices of Independent-School Principals in Ontario

The relationship between what leaders do and what they believe is a topic of increasing interest in educational administration. Despite the considerable work already done, gaps in knowledge about leadership practices and values still exist, especially with regard to independent schools. This study explored how seven independent-school principals in Ontario, Canada, understood and talked about their leadership practices and values. It also investigated alignments and tensions between the practices and values espoused by the principals and those of their schools. Data were derived from 60-90 minute interviews, consisting of both semi-structured and open-ended questions, conducted twice with each principal. Previous experiences were found to be influential on the principalsâ actions and beliefs. Variety and confusion were noted in their remarks about values, and connections were drawn between their knowledge of their schoolsâ values, their thoughts on value alignment, and their roles in shaping their schoolsâ value statements. Values figured prominently in their practice, and tensions between values and practices arose from some of the elements that define independent schools. Using a variety of rhetorical strategies, the principals revealed complexities and paradoxes inherent in their roles. This report adds to the limited knowledge base concerning independent-school leadership in Canada, builds on existing research into leadership practices and values, addresses the need to know more about the contexts in which leadership is practised, and contributes to the conversation about leadership preparation and succession planning. Implications for practice include a greater emphasis on reflective practice, stronger support networks, and values-based training for independent-school leaders. Recommendations for further research include exploring the motivations behind leadership values, the language of leadership in different settings, and the values and practices of other constituents in independent schools.Ph.D