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The Case of Nunavut's Educational Leadership Program (ELP)

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The Case of Nunavut's Educational Leadership Program (ELP) Exploring School Principal Preparation and Development in Northern Canada: The Case of Nunavut’s Educational Leadership Program (ELP) by Eric Fredua-Kwarteng A thesis submitted in conformity with the requirements for the degree of Doctor of Educational Administration, Department of Leadership, Higher and Adult Education Ontario Institute for Studies in Education University of Toronto © Copyright by Eric Fredua-Kwarteng, 2013 Exploring School Principal Preparation and Development in Northern Canada: The Case of Nunavut’s Educational Leadership Program (ELP) Eric Fredua-Kwarteng Doctor of Educational Administration and Policy Department of Leadership, Higher and Adult Education Ontario Institute for Studies in Education (OISE) 2013 Abstract The purpose of this research was to explore how Nunavut Educational Leadership (ELP), a school principal preparation program in Nunavut Territory, Canada, fulfills Inuit (the indigenous people of the territory) educational aspirations. In accordance with this purpose, the study focuses on answering four specific questions: (1) what are Inuit educational aspirations? (2) What is the context for Inuit education? (3) How is the Nunavut Educational Leadership Program organized to meet its objectives? (4) How do the activities of the Nunavut Educational Leadership Program (ELP) fulfill Inuit educational aspirations? Adopting an exploratory case study design grounded in qualitative approaches and undergirded by critical interpretative perspective, the research triangulates both primary and secondary sources of data. The primary data sources come from individual semi-structured interviews of 35 respondents (18 community members, 3 program development members, 3 presenters/facilitators, 7 program participants, and 4 educational officials) selected across Nunavut Territory. These sources are complemented with relevant secondary documents from 1987 to 2010. Using constant comparative and word-in-context as the main data analysis methods, concepts and themes were delineated from the data sources to form categories, with the research questions and conceptual framework guiding the process. The research results revealed, among many other things, that the Nunavut ELP partially fulfills Inuit educational aspirations as defined in the research. Issues arising from the data analysis are also discussed under (1) Inuit culturally appropriate education/ self-determination in education, (2) Issues associated with Inuit and mainstream relationship, (3) The relationship between context and principal preparation and development programs, (4) Preparation programs for fulfilling local educational aspirations, (5) Framework for principal leadership practice, (6) Educational Governance Related-Issues, (7) University contribution to principal leadership preparation and development programs, (8) Nunavut ELP goals, and (9) Leadership Conceptualizations. Along with these are recommendations, theoretical implications and ii directions for future or further research. Though the research does not purport to design an educational leadership program for Nunavut school leaders, its evidence-based analysis and results may assist in any conversations toward the restructuring, improvement or enhancement of the Nunavut ELP as well as any educational leadership development programs in post-colonial societies. iii Acknowledgments Throughout the history of humanity nobody has single-handedly accomplished anything without contributions from other people. The completion of this thesis is no exception. Several individuals and sources made inspirational, intellectual, informational and emotional contributions to the accomplishment of this thesis project. Accordingly, these individuals and sources are acknowledged to demonstrate my profound gratitude to them. My Thesis Committee Members: I would like to express my heart-felt gratitude to Dr. James Ryan for his significant contributions through supervision of this thesis. Indeed, he made invaluable inputs into the research through his guidance from the start of the research proposal to the ultimate completion of the thesis. He challenged me many times during the process of writing the thesis and helped me to refine and shape my ideas to fit the parameters of the research I was doing. He gave me valuable but detailed feedbacks. On top of that, he passed on to me valuable pieces of literature he found that related to my topic of research and constantly reminded me of the importance of reflecting critically on my work. Through his guidance I learned valuable research experience and skills that will stay with me throughout my life. I am also heavily indebted to the other thesis committee members: Dr. Joe Flessa and Dr. John Portelli for their constructive criticisms and suggestions I received that helped me to refine my ideas and approaches. In particular, I specially thank Dr. Portelli for his uncommon feedback that motivated me to look at the research report from a more critical perspective. Thank you many folds, Dr. Flessa for your singular encouragement and inspirations; your special eyes to spot errors and inconsistencies that I could not spot and the critical tips you gave me to assess the validity of my claims. Without the contributions of all the committee members the production of this thesis would have been impossible. My Family: I wish to thank my lovely wife, Fidelia, for her unusual support and encouragement at many stages of the research and writing processes. Also to my two daughters, Jesselgn and Ann for having the patience and love for me when I had to leave them behind many times to spend hours in the study room interviewing, transcribing, analyzing and writing the thesis. All the Respondents: Finally, I wish to thank all the research respondents from the bottom of my heart for volunteering their previous time for the interviews. In fact, your participation in the research shows your commitment to improve education in Nunavut. Nakumi! (Thank you in Inuktitut). iv Dedication I dedicate the entire thesis to my father, E. Fredua-Kwarteng who instilled in me the love of learning and constantly reminded me to strive and achieve the highest academic laurels. I am grateful to the Almighty God that my father is alive to witness this great occasion. Indeed, all his encouragement, his admonishment, his material and moral support right from elementary school have yielded the highest academic return. Thank you Dad, and may the Almighty God give you a long lease of life to witness also how I am going to use the knowledge, skills and abilities I obtained from studying for this degree to serve humanity, Amen! v Table of Contents Abstract…………………………………………………………………………………… II-III Acknowledgements……………………………………………………………………….. ..I V Dedication……………………………………………………………………………………..V List of Tables……………………………………………………………………………….VIII List of Figures………………………………………………………………………………..IX List of Appendices……………………………………………………………………………X Table of Contents…………………………………………………………………………VI-VII Chapter 1: Introduction 1.1Introduction………………………………………………………………………………1-4 1.2 Purpose of Research and Sub-Research Questions………………………………………4-5 1.3 Statement of Problem……………………………………………………………………5-12 1.4 Significance of Research……………………………………………………………….12-13 1.5 Research Limitations…………………………………………………………………...15-17 1.6 Organization of Chapters………………………………………………………………17-19 1.7 Summary and Conclusion…………………………………………………………….........19 Chapter 2 Literature Review 2.1 Overview of Literature Review………………………………………………………..20-23 2.2 Approaches to Principal Preparation…………………………………………………. 23-29 2.3 General Features of Principal Preparation Programs…………………………………..29-37 2.4 Criticisms of Principal Preparation Programs ………………………………………...38-48 2.5 Leadership Preparation Programs for Diverse Contexts………………………………48-52 2.6 Alternative Approaches to Principal Preparation…………………………………… 52-57 2.7 Summary and Conclusion……………………………………………………………...57-59 Chapter 3 Frameworks 3.1 Introduction ………………………………………………………………………...........60 3.2 Theoretical Framework………………………………………………………………..60-67 3.3 Conceptual Framework………………………………………………………………..68-85 3.4 Summary and Conclusion……………………………………………………………..85-86 Chapter 4: Research Methodology 4.1 Introduction………………………………………………………………………………87 4.2 Research Design……………………………………………………………………….87-95 4.3 Researcher Background……………………………………………………………….95-98 4.4 Researcher Journal……………………………………………………………………98-100 4.5 Ethical Considerations……………………………………………………………….100-101 4.6 Research Participants and Recruitment……………………………………………...101-107 4.7 Data Collection Methods……………………………………… ……………………107-120 vi 4.8 Methods of Data Analysis………………………………………………………….120-125 4.9 Summary and Conclusion………………………………………………………......125-127 Chapter 5: Context of Inuit Education 5.1 Introduction…………………………………………………………………………126-129 5.2 Locating Nunavut and History of Inuit Education in Nunavut……………..............129-141 5.3 Characteristics of Current Nunavut Education System……………………………..141-147 5.4 Inuit Educational Aspirations……………………………………………………….147-177 5.5 Summary and Conclusion…………………………………………………………...177-178 Chapter 6: The Nunavut Educational Leadership Program 6.1 Introduction ………………………………………………………………………………179 6.2 History of Nunavut ELP……………………………………………………………...179-183 6.3 Structure and Features of Nunavut ELP……………………………………………...184-191 6.4 Models of School Leadership………………………………………………………...191-195 6.5 Control of the Program and Evaluation………………………………………………195-202 6.6 Program Pedagogy………………………………………………………………....... 202-213 6.7 Transferability
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