Teaching Principals in Rural, Remote, and Northern Schools in Canada: An Empirical Analysis of Workload, Roles, and Instructional Leadership

Authors

DOI:

https://doi.org/10.3776/tpre.2025.v15n1p182-213

Keywords:

Teaching Principals, Rural School Leadership

Abstract

This paper reports on findings of a study that examined the role of teaching principals in rural, remote and northern schools in Canada. A teaching principal is a principal who has a “double load” or dual roles in teaching and administration. The objectives of this study are: 1) to describe the role of the teaching principal in northern, rural, and remote school districts in Alberta, Saskatchewan and Manitoba; 2) to characterize the practices of teaching principals in rural, remote and northern school contexts in terms; and 3) to delineate implications of the above findings for leadership theory, practice and preparation. As part of a larger multi-methods study, we conducted a survey of 70 teaching principals in three Canadian provinces (Manitoba, Alberta and Saskatchewan) related to school and community contexts, workloads, and leadership, administrative and teaching responsibilities. This paper reports on the findings of the survey that demonstrate:1) the difficulties teaching principals face with respect to balancing administrative, teaching, and personal responsibilities; 2) belief that holding a teaching role while serving as a principal improves leadership capabilities; and 3) instructional leadership practices for teaching principals may be significantly different from those identified in the literature on instructional leadership.

Author Biographies

Dawn Wallin, University of Saskatchewan

Dr. Dawn Wallin serves as an Associate Vice-President Research (AVPR), Engagement and the SSHRC Leader for the University of Saskatchewan (USask). She has held faculty and leadership roles at the University of Manitoba and the University of Texas-PanAmerican and served as a teacher and administrator in the K-12 public school system. Dr. Wallin’s research interests lie in the area of leadership and administration, rural education and governance, equity issues in education, and Indigenous teacher education. In service to the research community, she serves on the SSHRC Governing Council and has held executive positions with the Canadian Society for the Study of Education, the Canadian Association for Educational Administration, the Canadian Association for Women in Education and the National Rural Congress on Education in Canada.

Paul Newton, University of Saskatchewan

Dr. Paul Newton is Professor and Department Head in the Department of Educational Administration at the University of Saskatchewan. Formerly, he was an Associate Professor in the Department of Educational Policy Studies at the University of Alberta and a rtural school principal in Saskatchewan, Canada. He serves as editor in Chief of the Canadian Journal of Educational Administration and Policy and is Past President of the Canadian Association for the Study of Educational Administration. His research interests include administrative practices, the principalship, sustainability and social justice in schools, educational improvement, teacher leadership, and theoretical constructions of leadership and administration.

Mickey Jutras, St. Francis Xavier University

Mickey Jutras, Ph.D., is an Assistant Professor of Educational Leadership in the Faculty of Education at St. Francis Xavier University. He recently held positions as principal and central office leader in Saskatchewan. He defended his doctoral dissertation in 2022 at the University of Saskatchewan in the Department of Educational Administration. His research interests include principal allyship, contextual enactments of leadership, and rural school leadership.

References

Alberta Education. (2023). Leadership quality standard. Available at https://open.alberta.ca/dataset/b49851f6-d914-4f28-b5d5-199b028beeca/resource/cb74509e-745e-4fa8-93c3-bbad11f267f9/download/educ-leadership-quality-standard-2023.pdf

Alberta Education. (2009). The principal quality practice guideline: Promoting successful school leaderships in Alberta. Available at https://open.alberta.ca/dataset/e1bb2149-e78e-4722-98f5-aa1a39170aa9/resource/d69fba5d-5cc0-4dbd-964c-acc0a141b9e7/download/4283110-2009-principal-quality-practice-guideline-english-12feb09.pdf

Author (2001)

Author (2005)

Author (2008)

Authors (2009)

Authors (2010)

Authors (2013)

Authors (2013)

Authors (2014)

Authors (2019)

Authors (2020)

Berndt, D., & Fasciglione, S.A. (2015, Jan/Feb). The teaching principal. Principal, 44-45. Available at https://www.naesp.org/sites/default/files/BerndtFasciglione_JF15.pdf

Bouchamma, Y. (2006). School principals' perceptions of personal and professional efficacy with regard to teacher supervision in New Brunswick. EAF Journal, 17(2), 9-23.

Boyd, B. (1996). The principal as teacher: A model for instructional leadership. NASSP Bulletin, 80(580), 65-73. doi:10.1177/019263659608058009.

Clarke, S., & Stevens, E. (2009). Sustainable leadership in small rural schools: Selected Australian vignettes. Journal of Educational Change, 10(4), 277-293.

Clarke, S., Stevens, E., & Wildy, H. (2006). Rural rides in Queensland: Travels with novice teaching principals. International Journal of Leadership in Education, 9(1), 75-88.

Collins, G. (2004). The current work of New Zealand teaching principals. New Zealand Journal of Teachers’ Work, 1(1), 23-26.

Dolan, C. (2020). Paradox and the school leader: The struggle for the soul of the principal in neoliberal times (1st ed.). Springer.

Ewington, J., Mulford, B., Kendall, D., Edmunds, B., Kendall, L., & Silins, H. (2008). Successful school principalship in small schools. Journal of Educational Administration, 46(5), 545-561.

Government of Alberta. (2023-2024). 2023-2024 preliminary authority enrolment data. Available at https://www.alberta.ca/student-population-statistics#jumplinks-0

Government of Manitoba. (2023-2024). School enrolment reports. Available at https://www.edu.gov.mb.ca/k12/finance/sch_enrol/index.html

Government of Saskatchewan. (2023-2024). 2023-2024 Saskatchewan enrolment by grade. Available at https://pubsaskdev.blob.core.windows.net/pubsask-prod/114824/2023-24%252BProvincial%252BK-12%252BEnrolment%252BSummary.pdf

Grady, M. L. (1990). The teaching principal. Research in Rural Education, 6(3), 49-52.

Hansen, C. (2018, Winter). Why rural prinipals leave. Rural Educator, 39(1), 41-53.

Haynes, M. (2022). The impacts of school closure on rural communities in Canada: A review. The Rural Educator, 43(2), 60-74.https://doi.org/10.55533/2643-9662.1321

Heffernan, A. (2018) The accountability generation: exploring an emerging leadership paradigm for beginning principals. Discourse: Studies in the Cultural Politics of Education, 39(4), 509-520, DOI: 10.1080/01596306.2017.1280001

Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management, Administration & Leadership, 46(1), 5–24. https://doi.org/10.1177/1741143216670652

Hohner, J., & Riveros, A. (2017). Transitioning from teacher leader to administrator in rural schools in South-Western Ontario. International Journal of Teacher Leadership, 8(1), 43-55.

Jenkins, K., & Cornish, L. (2015). Preparing pre-service teachers for rural appointments. Australian and International Journal of Rural Education, 25(2), 14–27. https://doi.org/10.47381/aijre.v25i2.13

Klocko, B., & Justis, R. (2019). Leadership challenges of the rural school principal. The Rural Educator, 40(3), 23-34. https://doi.org/10.35608/ruraled.v40i3.571

Leithwood, K., & Jantzi, D. (2008, Oct). Linking leadership to student learning: The contributions of leader efficacy. Educational Administration Quarterly, 44(4), 496-528.

Leithwood, K., & Louis, K.S. (2011). Linking leadership to student learning. San Francisco, CA: Jossey-Bass.

Manitoba Education. (2023). Certificate in school leadership. Available at https://www.edu.gov.mb.ca/k12/profcert/pdf_docs/leadership.pdf

McConnell, J., Bruster, B., Lambert, C., & Thompson, J. (2021). Growing your own educational leaders: Implications for rural school districts and institutions of higher education. The Rural Educator, 42(3), 63-71. https://doi.org/10.35608/ruraled.v42i3.1134

Morton, C., & Harmon, H. L. (2018). Challenges and sustainability practices of Frontier Schools in Montana. The Rural Educator (Fort Collins, Colo.), 33(1), 1. https://doi.org/10.35608/ruraled.v33i1.418

Murdoch, D., & Schiller, J. (2002). Teaching principals in smaller primary schools: Their issues, challenges and concerns. Paper presented at the AARE Conference, Brisbane. Retrieved from www.aare.edu.au/02pap/mur02145.htm.

Pannell, S., & McBrayer, J. S. (2022). The relationship between principal attrition and academic factors in Georgia’s high-needs rural schools. National Youth Advocacy and Resilience Journal, 5(2), 33-49. https://doi.org/10.20429/nyarj.2022.050202

Parson, L., & Hunter, C. (2019). Exploring differences in principal experiences according to rurality: A mixed-method study. Planning & Changing, 49(1-2), 37.

Partin, J. M., & Hayes, S. D. (2024). Learning from each other: Experiences of rural principals in a networked learning community. The Rural Educator, 45(2), 1-15. https://doi.org/10.55533/2643-9662.1396

Pendola, A., & Fuller, E.J. (2018). Principal stability and the rural divide. In E. McHenry- Sorber & D. Hall (Eds.), The diversity of rural educational leadership [Special issue]. Journal of Research in Rural Education, 34(1), 1-20.

Preston, J., & Barnes, K. (2017). Successful leadership in rural schools: Cultivating collaboration. The Rural Educator, 38(1), 6-15.

Robinson, V., & Gray, E. (2019). What difference does school leadership make to student outcomes? Journal of the Royal Society of New Zealand, 49(2), 171–187. https://doi.org/10.1080/03036758.2019.1582075

Smit, Robbert, Eeva Kaisa Hyry-Beihammer, and Andrea Raggl. (2015). Teaching and learning in small, rural schools in four European countries: Introduction and synthesis of mixed-/multi-age approaches. International Journal of Educational Research, 74, 97–103. https://doi.org/10.1016/j.ijer.2015.04.007

Starr, K., & White, S. (2008). The small rural school principalship: Key challenges and cross- school responses. Journal of Research in Rural Education, 23(5), 1-12.

Sutherland, D. (2023). A guide to proactively navigate policy conflict for rural educational leaders. The Rural Educator, 44(4), 64-68. https://doi.org/10.55533/2643-9662.1443

Van Maarseveen, R. (2021). The urban–rural education gap: do cities indeed make us smarter? Journal of Economic Geography, 21(5), 683–714. https://doi.org/10.1093/jeg/lbaa033

Wells, T., Chimka, M., & Kaur, S. (2021). Rural principal perspectives of leadership development needs. The Rural Educator, 42(3), 45-55. https://doi.org/10.35608/ruraled.v42i3.1111

Wieczorek, D., & Manard, C. (2018). Instructional leadership challenges and practices of novice principals in rural schools. Journal of Research in Rural Education, 34(2), 1-21.

Wood, R.M. (2023). A review of education differences in urban and rural areas. International Journal of Educational Research, 14(2), 1-3. Available at https://www.interesjournals.org/articles/a-review-on-education-differences-in-urban-and-rural-areas.pdf

Yan, R. (2020). The influence of working conditions on principal turnover in K-12 public schools. Educational Administration Quarterly, 56(1), 89–122.

Zahl-Thanem, A., & Rye, J. F. (2024). Spatial inequality in higher education: a growing urban–rural educational gap? European Sociological Review, 1-15. https://doi.org/10.1093/esr/jcae015

Zarifa, D., Seward, B., & Pizarro Milian, R. (2019). Location, location, location: Examining the rural-urban skills gap in Canada. Journal of Rural Studies, 72, 252-263. https://doi.org/10.1016/j.jrurstud.2019.10.032

Zuckerman, S.J., Campbell Wilcox, K., Schiller, K.S., & Durand, F.T. (2018). Absorptive capacity in rural schools: Bending not breaking during disruptive innovation implementation. In E. McHenry-Sorber & D. Hall (Eds.), The diversity of rural educational leadership [Special issue]. Journal of Research in Rural Education, 34(3), 1-27.

Downloads

Published

2025-10-01

How to Cite

Wallin, D., Newton, P., & Jutras, M. (2025). Teaching Principals in Rural, Remote, and Northern Schools in Canada: An Empirical Analysis of Workload, Roles, and Instructional Leadership. Theory & Practice in Rural Education, 15(1), 182–213. https://doi.org/10.3776/tpre.2025.v15n1p182-213