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Competency standards define expected behaviors for effective performance in school settings. The article analyzes four competency standards for principals across Quebec and Alberta (Canada), Australia, and the United States, finding 85% shared similarities while noting absences such as technology, cultural diversity, and work-life balance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/leadership-requirements-for-school-principals-similarities-and-differences-between-four-competency-standards/596787/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/leadership-requirements-for-school-principals-similarities-and-differences-between-four-competency-standards/596787.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What responsibility defines the school principal’s role according to the document?","Question",{"text":112,"@type":113},"The principal transmits the school’s mission, vision, and values inside and outside the school, emphasizing student success and well-being.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which four locations were examined for principal competency standards?",{"text":117,"@type":113},"Two Canadian provinces (Québec and Alberta), Australia, and the United States.",{"name":119,"@type":110,"acceptedAnswer":120},"What major similarities and notable absences were identified across the studied standards?",{"text":121,"@type":113},"The standards share 85% similarities; absent competencies include technology, cultural diversity, and balance between personal and professional life.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596787,1792317026,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Leadership Requirements for School Principals: Similarities and Differences Between Four Competency Standards  \nMonique Lambert & Yamina Bouchamma Laval University  \nAbstract  \nThe school principal is responsible for transmitting mission, vision, and values in and out the school, with a stronger, clearer emphasis for the success and well-being of students. Competency standard is defined as a guide that names the behaviours expected for the directions to do an effective job in their schools. This article presents the results of a content analysis of four competency standards for school principals from four different locations; two Canadian provinces (Québec and Alberta), Australia, and the United States. Despite the particularities of each context, the four competency standards studied present 85% of similarities. Competencies absent from these standards include technology, cultural diversity, and balance between personal and professional life.  \nKeywords: competency standard, competency profile, professional standards, leadership profile, competencies of school principals, school leadership standards  \nContext and Research Issue: Competency Standards and Change  \nSince the emergence of the effective school paradigm in the 1980s, research has continued to report on school principal practices that make a difference on improving students’ academic success (Barber & Mourshed, 2007; Davis, Darling-Hammond, LaPointe, & Meyerson, 2005; Hallinger, 2003; Leithwood, Day, Sammons, Harris, & Hopkins, 2006; Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004; Louis, Leithwood, Wahlstrom, & Anderson, 2010; Pont, Nusche, & Moorman, 2008) . In fact, the effective schools movement has generated interest regarding the competencies of school principals. In 1990, the National Policy Board in Educational Administration (NPBEA) published the results of its National Commission for the Principalship study establishing 21 school competencies or performance requirement. Composed of four domains (functional, interpersonal, contextual, and curricular), this study has long been considered the gold standard of reference governing the competencies of school principals (Barnabé & Toussaint, 2002). Since this study, many education systems have undergone major policy reforms to maintain quality education standards (Maroy, 2013; Pont et al., 2008; United Nations Educational Scientific and Cultural Organization [UNESCO], 2006) .  \nEfforts have thus centered on revisiting the roles and responsibilities pertaining to the function of school leader (Barber & Mourshed, 2007; Ingvarson, Anderson, Gronn, & Jackson, 2006; Pont et al., 2008) on several levels: pedagogical, administrative, political, and relational (Ingvarson et al., 2006; Mulford, 2003; Pont et al., 2008; UNESCO, 2006) . These works have led stakeholders to rework and rethink the skills required to occupy the position of principal. In recent years, there has been a new trend of describing with the role of school principal in developing competency standards (UNESCO, 2006). They are viewed as a reference to encompass standards that normalize behaviours or anticipated outcomes (Boyer, Corriveau, & Pelletier, 2009; Brassard, 2009). Three functions are attributed to the school principal competency standard: (a) it may guide their training (Pont et al., 2008; UNESCO, 2006); (b) channel their professional growth (Mulford, 2003; Pont, 2013), or (c) serve to assess in-service performance, such as in Belgium and New Zealand (Pont, 2013; Pont et al., 2008) .  \nSeveral reasons confirm the interest in questioning the skills expected of school principals through an  \nofficial document such as a competency standard, because todays schools are different from those of yesterday, all over the world. Society is changing and this evolution is inevitably reflected in the educational environment. Thus, the role, recruitment, and professional development of school principals must be taken into account (Mulford, 2003) . In a","cbCaishuXYyCJMaR","https://ap.wps.com/l/cbCaishuXYyCJMaR","pdf",741021,16,"English","# Abstract\n# Context and Research Issue: Competency Standards and Change\n## Conceptual Framework","[{\"question\":\"What responsibility defines the school principal’s role according to the document?\",\"answer\":\"The principal transmits the school’s mission, vision, and values inside and outside the school, emphasizing student success and well-being.\"},{\"question\":\"Which four locations were examined for principal competency standards?\",\"answer\":\"Two Canadian provinces (Québec and Alberta), Australia, and the United States.\"},{\"question\":\"What major similarities and notable absences were identified across the studied standards?\",\"answer\":\"The standards share 85% similarities; absent competencies include technology, cultural diversity, and balance between personal and professional life.\"}]","Leadership Requirements for School Principals - Similarities and Differences Between Four Competency Standards | PDF",1792083723]