{"id":{"repo_id":"lethbridge","oai_identifier":"oai:opus.uleth.ca:10133/2467"},"canonical_url":"https://search.dev.ndltd.org/etd/lethbridge/oai:opus.uleth.ca:10133/2467","repository":{"repo_id":"lethbridge","name":"University of Lethbridge","base_url":"https://opus.uleth.ca/server/oai/request"},"display":{"title":"School leaders reflect on the principal quality practice guideline and implications for capacity building in one rural school division","abstract":"The introduction of the Principal Quality Practice Guideline (PQPG) in 2007 by Alberta Education brought forth the question of whether or not school based leaders in Alberta School Division #1 (ASD#1) felt confident to meet the demands as presented by the dimension in the PQPG. Once confidence levels were determined I was also interested in determining how to most effectively build the professional capacity of these leaders as informed by the PQPG. Researched-based key characteristics of highly effective school leadership program design and delivery were examined and compared to perceived priorities of ASD#1 school based leaders. A literature review was completed to determine the key characteristics of effective school leadership development program design and delivery. These program elements were then offered to ASD#1 school based leaders to prioritize and evaluate. The study employed both qualitative and quantitative methods of data collection. A quantitative survey was developed and distributed to 57 ASD#1 principals and vice principals which was then supported by a qualitative interview conducted with eight ASD#1 school based leaders. ASD#1 school based leaders indicated they were highly confident in meeting the demands of the PQPG. The study highlighted the strong support ASD#1 school based leaders have for the key characteristics of leadership program design elements for building capacity. These effective elements included: researched-based curriculum, coherence between curriculum goals and shared values and beliefs, field-based internships supported by expert practitioners, extensive use of problem-based learning strategies, use of collaboration in practice-oriented situations, use of mentoring and coaching, a strong partnerships between school districts and post-secondary institutions, vigorous recruitment of highly qualified candidates and v instructors, and a adoption and promotion of the philosophy of career long learning . ASD#1 school based leaders also strongly supported the research in their perception that the most effective method of delivering this program would be a balance of the practical and the theoretical through a partnership between the local school division and a postsecondary institution. A major outcome of this study was a recommendation for adoption of these key characteristics of effective school leadership program design and delivery to the ASD#1 school board and senior administration through the development of a school based leadership development program.","abstract_html":"The introduction of the Principal Quality Practice Guideline (PQPG) in 2007 by Alberta Education brought forth the question of whether or not school based leaders in Alberta School Division #1 (ASD#1) felt confident to meet the demands as presented by the dimension in the PQPG. Once confidence levels were determined I was also interested in determining how to most effectively build the professional capacity of these leaders as informed by the PQPG. Researched-based key characteristics of highly effective school leadership program design and delivery were examined and compared to perceived priorities of ASD#1 school based leaders. A literature review was completed to determine the key characteristics of effective school leadership development program design and delivery. These program elements were then offered to ASD#1 school based leaders to prioritize and evaluate. The study employed both qualitative and quantitative methods of data collection. A quantitative survey was developed and distributed to 57 ASD#1 principals and vice principals which was then supported by a qualitative interview conducted with eight ASD#1 school based leaders. ASD#1 school based leaders indicated they were highly confident in meeting the demands of the PQPG. The study highlighted the strong support ASD#1 school based leaders have for the key characteristics of leadership program design elements for building capacity. These effective elements included: researched-based curriculum, coherence between curriculum goals and shared values and beliefs, field-based internships supported by expert practitioners, extensive use of problem-based learning strategies, use of collaboration in practice-oriented situations, use of mentoring and coaching, a strong partnerships between school districts and post-secondary institutions, vigorous recruitment of highly qualified candidates and v instructors, and a adoption and promotion of the philosophy of career long learning . ASD#1 school based leaders also strongly supported the research in their perception that the most effective method of delivering this program would be a balance of the practical and the theoretical through a partnership between the local school division and a postsecondary institution. A major outcome of this study was a recommendation for adoption of these key characteristics of effective school leadership program design and delivery to the ASD#1 school board and senior administration through the development of a school based leadership development program.","abstract_has_math":false,"creators":["Thompson, George Jeffrey","University of Lethbridge. Faculty of Education"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009","date_published":"2009","updated_at":"2026-07-27T20:02:38Z","subjects":["School principals -- Alberta","Educational leadership -- Alberta","School management and organization -- Alberta","Dissertations, Academic"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10133/2467"],"render_values":[{"text":"hdl:10133/2467","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2009"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School principals -- Alberta","Educational leadership -- Alberta","School management and organization -- Alberta","Dissertations, Academic"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10133/2467"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.other","label":"Dc Description Other","values":["The introduction of the Principal Quality Practice Guideline (PQPG) in 2007 by Alberta Education brought forth the question of whether or not school based leaders in Alberta School Division #1 (ASD#1) felt confident to meet the demands as presented by the dimension in the PQPG. Once confidence levels were determined I was also interested in determining how to most effectively build the professional capacity of these leaders as informed by the PQPG. Researched-based key characteristics of highly effective school leadership program design and delivery were examined and compared to perceived priorities of ASD#1 school based leaders. A literature review was completed to determine the key characteristics of effective school leadership development program design and delivery. These program elements were then offered to ASD#1 school based leaders to prioritize and evaluate. The study employed both qualitative and quantitative methods of data collection. A quantitative survey was developed and distributed to 57 ASD#1 principals and vice principals which was then supported by a qualitative interview conducted with eight ASD#1 school based leaders. ASD#1 school based leaders indicated they were highly confident in meeting the demands of the PQPG. The study highlighted the strong support ASD#1 school based leaders have for the key characteristics of leadership program design elements for building capacity. These effective elements included: researched-based curriculum, coherence between curriculum goals and shared values and beliefs, field-based internships supported by expert practitioners, extensive use of problem-based learning strategies, use of collaboration in practice-oriented situations, use of mentoring and coaching, a strong partnerships between school districts and post-secondary institutions, vigorous recruitment of highly qualified candidates and v instructors, and a adoption and promotion of the philosophy of career long learning . ASD#1 school based leaders also strongly supported the research in their perception that the most effective method of delivering this program would be a balance of the practical and the theoretical through a partnership between the local school division and a postsecondary institution. A major outcome of this study was a recommendation for adoption of these key characteristics of effective school leadership program design and delivery to the ASD#1 school board and senior administration through the development of a school based leadership development program."]},{"key":"dc:title","label":"Title","values":["School leaders reflect on the principal quality practice guideline and implications for capacity building in one rural school division"]}]}],"canonical_facts":{"dc:date.issued":["2009"],"dc:description.other":["The introduction of the Principal Quality Practice Guideline (PQPG) in 2007 by Alberta Education brought forth the question of whether or not school based leaders in Alberta School Division #1 (ASD#1) felt confident to meet the demands as presented by the dimension in the PQPG. Once confidence levels were determined I was also interested in determining how to most effectively build the professional capacity of these leaders as informed by the PQPG. Researched-based key characteristics of highly effective school leadership program design and delivery were examined and compared to perceived priorities of ASD#1 school based leaders. A literature review was completed to determine the key characteristics of effective school leadership development program design and delivery. These program elements were then offered to ASD#1 school based leaders to prioritize and evaluate. The study employed both qualitative and quantitative methods of data collection. A quantitative survey was developed and distributed to 57 ASD#1 principals and vice principals which was then supported by a qualitative interview conducted with eight ASD#1 school based leaders. ASD#1 school based leaders indicated they were highly confident in meeting the demands of the PQPG. The study highlighted the strong support ASD#1 school based leaders have for the key characteristics of leadership program design elements for building capacity. These effective elements included: researched-based curriculum, coherence between curriculum goals and shared values and beliefs, field-based internships supported by expert practitioners, extensive use of problem-based learning strategies, use of collaboration in practice-oriented situations, use of mentoring and coaching, a strong partnerships between school districts and post-secondary institutions, vigorous recruitment of highly qualified candidates and v instructors, and a adoption and promotion of the philosophy of career long learning . ASD#1 school based leaders also strongly supported the research in their perception that the most effective method of delivering this program would be a balance of the practical and the theoretical through a partnership between the local school division and a postsecondary institution. A major outcome of this study was a recommendation for adoption of these key characteristics of effective school leadership program design and delivery to the ASD#1 school board and senior administration through the development of a school based leadership development program."],"dc:identifier":["hdl:10133/2467"],"dc:subject":["School principals -- Alberta","Educational leadership -- Alberta","School management and organization -- Alberta","Dissertations, Academic"],"dc:title":["School leaders reflect on the principal quality practice guideline and implications for capacity building in one rural school division"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:02:38Z"}