[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594568-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-594568-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","honouring-roles-the-story-of-a-principal-and-a-student","Honouring Roles - The Story of a Principal and a Student","","The teacher-student relationship is recognized as central to education, and principal leadership is linked to student success, yet the lived experience of direct principal-student interactions remains under-researched. This paper presents two narratives of principal-student interactions experienced by the researcher and a participating student, analyzed through a narrative inquiry approach. The stories and their derived meanings aim to enliven educational practice by revealing subtle dynamics in principal transformation and student success.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/honouring-roles-the-story-of-a-principal-and-a-student/594568/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/honouring-roles-the-story-of-a-principal-and-a-student/594568.png","ImageObject",300,407,{"name":42,"@type":43},"Aldword","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What gap does the paper address about principal-student relationships?","Question",{"text":62,"@type":63},"It highlights the absence of research on the “lived experience” of direct principal-student relationships and how they contribute to student success and principal transformation.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the paper analyze the two principal-student narratives?",{"text":67,"@type":63},"It uses a narrative inquiry research approach to explore both individual and collective meanings of the principal-student relationship.",{"name":69,"@type":60,"acceptedAnswer":70},"Why is narrative inquiry considered valuable in this work?",{"text":71,"@type":63},"Narrative inquiry treats experience as lived and told in stories, and “re-storying” can generate new meaning for both the author and others in similar professional contexts.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594568,1792190937,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Honouring Roles:  \nThe Story of a Principal and a Student  \nJerome Cranston  \nUniversity of Manitoba  \nAbstract  \nThe importance of the teacher-student relationship in educational practice is well established, as is the idea of principal leadership in relationship to staff. Even though principal leadership is regarded as a factor in student success, the principal’s effect is usually assumed to take place via the teaching staff. There is an absence of research about the “lived experience” of direct principal-student relationships that shed lights on the ways in which these relationships play a role in student success and principal transformation. This paper presents two narratives written about a particular set of principal-student interactions experienced by the researcher (principal) and participant (student). The analysis uses a narrative inquiry approach to explore both the individual and collective meanings of this principal-student relationship. The stories and their derived meanings have the potential to enliven and influence educational practice as they explore the subtleties of the principal-student relationship.  \nKeywords: principal-student relationships; lived experience; narrative inquiry  \nJerome Cranston is an Assistant Professor in the Faculty of Education, University of Manitoba. He researches and teaches as part of an interdisciplinary, international “community of inquiry” on topics of educational leadership and social justice.  \nEmail: [Jerome.Cranston@ad.umanitoba.ca](Jerome.Cranston@ad.umanitoba.ca)  \n[Brock Education](Brock Education), [Vol. 22](Vol. 22)([1](1)), Fall 2012, 41-55  \nJerome Cranston Honouring Roles  \nI always felt you were completely the authority figure, you know the person who runs the school who is a little scary, a little bit scary at least. [But], I think that for once in my life there was actually someone who listened to me when I spoke, believed me and could hold my story safe.  \nAnique at age 21 years  \nIntroduction  \nThe primacy of the teacher-student relationship as critically important to the educative process has been explored from many different orientations and perspectives (Freire, 2003; Noddings, 1984, 1992; Pianta, 1999; Purpel & McLaurin, 2004; Shor, 1992; Stipek, 2006) . In general, positive teacher-student relationships are believed to be a necessary substrate for effective teaching and learning to occur (Bergin & Bergin, 2009; Bondy & Ross, 2008) .  \nVarious theoretical perspectives support the centrality of the teacher-student relationship. Some models of education have suggested that the teacher-student relationship is a nested influence that affects other spheres of a child’s interactions with the world (Bronfenbrenner, 1979) . Other learning theories have placed the teacher in a significant relation to the student as someone who scaffolds the growth of the learner (Vygotsky, 1978), while yet others have suggested that teacher-student relationships are central to notions of student engagement (Stipek, 2006) . While an increasing concern for the centrality of the teacher-student relationship is apparent, how this relationship is conceptualized, theorized, and practiced, varies considerably. For some, the critical aspect of the relationship is what happens “between” the teacher and student (Hartrick Doane, 2002) .  \nRegardless of the theoretical perspective through which one studies the teacher-student relationship, it seems clear that for teachers, being in a relationship with students through their learning experiences is significant.  \nThe Relational Nature of Education  \nThe teacher-student relationship has also been thought of as a relational connectedness. Goodlad (1990) proposed that teaching is inherently a moral enterprise and that the kind and quality of relationship that occurs between teachers and students profoundly influences what is learned and how it is learned. Relational connectedness describes a basic bond of the relationship such that, as human being","cbCaikPse7WH7CMv","https://ap.wps.com/l/cbCaikPse7WH7CMv","pdf",1492132,15,"English","# Introduction\n## The Relational Nature of Education\n# Narrative as Inquiry","[{\"question\":\"What gap does the paper address about principal-student relationships?\",\"answer\":\"It highlights the absence of research on the “lived experience” of direct principal-student relationships and how they contribute to student success and principal transformation.\"},{\"question\":\"How does the paper analyze the two principal-student narratives?\",\"answer\":\"It uses a narrative inquiry research approach to explore both individual and collective meanings of the principal-student relationship.\"},{\"question\":\"Why is narrative inquiry considered valuable in this work?\",\"answer\":\"Narrative inquiry treats experience as lived and told in stories, and “re-storying” can generate new meaning for both the author and others in similar professional contexts.\"}]","Honouring Roles - The Story of a Principal and a Student | PDF",1792079406,38]