The challenges of instructional leadership in Manitoba First Nations schools: an exploration of what principals have to say
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Date
2017
Authors
Scott, Margaret R.
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Abstract
The focus of this study deals with the perceptions of principals employed by band-operated First
Nations (FN) schools in Manitoba. The study explored their educational leadership, especially
with respect to their ability to lead in the midst of numerous unique challenges. I argue that these
challenges make it difficult for principals to devote sufficient time and energy to instructional
leadership. A review of the relevant literature indicates that principals with positive instructional
leadership practices can improve student achievement levels. I also argue that improved
instructional leadership may result in higher graduation rates. High school graduation is a
common indicator used to measure the success of FN schools. The 2004 Auditor General’s report
estimated that it will take 27 years for FN school graduation rates to catch up to Canadian
mainstream rates. Currently, FN schools in Manitoba are without the sort of legislative framework
that is provided by the Manitoba Public Schools Act for provincial schools. While governments in
British Columbia and Nova Scotia have adopted legislative frameworks for their FN schools, FN
schools in other provinces have not benefited from similar legislation. Would a legislative
framework in Manitoba’s First Nations schools provide the necessary conditions to exercise more
effective instructional leadership for improved student learning? Western curricular frameworks
currently dominate teaching and learning in FN schools. Would principals prefer a more culturally
appropriate curriculum? Would such a curriculum improve student engagement and, ultimately,
graduation rates in FN schools? A qualitative research methodology “to understand the meaning
of events and interactions to ordinary people in particular situations” (Bogdan & Biklen, 2007, p.
25) was used to determine if and how the unique challenges faced by FN school principals affect
their instructional leadership.
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Keywords
instructional leadership, indigenous education, First Nations schools