Contextualised shared leadership: A Canadian case study*

Abstract

ABSTRACT This account summarises the findings from one component of a six-stage study conducted in multiple international sites. Following a series of interviews, a 10-month case study was conducted in a K-12 private school in western Canada. Initial interviews demonstrated how the school manifested shared leadership, clear pedagogical goals, student success, and strong community support. Members of the school agreed to have two university researchers conduct further interviews, observe school-wide, grade level and subject area meetings. Two school-based researchers collaborated to identify key members of the school community, flag salient planning and celebratory events, and participated in ongoing debriefing meetings with the university researchers. All four researchers engaged in data analysis and reporting. The research team identified four themes. First, the teacher work theme included positivity, shared expectations for professionalism, and rigour. Second, communication included unique internal and external communication strategies. Third, there was a learning culture that utilised unconventional information sources. A fourth theme was operational support. Results highlighted the holistic nature of teacher leadership and suggested that teacher leadership is a complex, sophisticated state of being. Results challenge school governance stereotypes and invite educators to work with a sense of vocation and mission.