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dc.creatorRodger, William Randall
dc.identifier.citationJournal of Amish and Plain Anabaptist Studies v. 4, no. 1 (2016), p. 82-97.en_US
dc.description.abstractHutterite colony teacher-principals' roles in their classrooms and schools were examined in this qualitative multiple-site case study. Four teacher-principals' perceptions of how their teaching and administrative responsibilities impacted their work/life and how the relationship contributed to tension between the two roles were studied. Pre-interviews, interviews (formal and informal), and classroom participation and observation occurred over four months. Three themes emerged from the study: (1) dealing with and balancing multiple roles on a daily basis; (2) the teachers' beliefs in the primacy of teaching; and (3) the daily impact of school division and provincial relationships. Rising educational expectations on the colonies, the impact of technology, growing school district and provincial accountability, and the diversity of students' needs have commanded an increasing proportion of the teachers' time, without the provision of additional supports. Two policy recommendations are made to the colony schools: (1) recruit teacher-principals who exhibit cultural and relational competence; and (2) integrate teacher-principals into the district / administrative processes to provide the best support for colony schools.en_US
dc.publisherOhio State University. Librariesen_US
dc.rightsThe author retains copyright ownership of this article. Permission to reuse, publish, or reproduce beyond the bounds of Fair Use or other exemptions to copyright law must be obtained from the author.en_US
dc.subjectDariusleut Hutteriteen_US
dc.subjectColony schoolen_US
dc.subjectOne-room classroomen_US
dc.subjectCultural competenceen_US
dc.subjectCross-cultural educational leadershipen_US
dc.titleThe Role of the Teacher-Principal on Hutterite Colony Schools in Saskatchewanen_US

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