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A 2012 review of 46 English-speaking publicly funded jurisdictions found only 14 had policies or procedures consistent with the Guidelines mandate, signaling weak adoption at the school-jurisdiction level. Historical analysis traces how principal duties evolved from early managerial roles to broader instructional and leadership expectations shaped by economic, social, and policy changes.",{"@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/principal-leadership-blending-the-historical-perspective-with-the-current-focus-on-competencies-in-the-alberta-context/596532/",{"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/principal-leadership-blending-the-historical-perspective-with-the-current-focus-on-competencies-in-the-alberta-context/596532.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study on principal leadership in Alberta?","Question",{"text":112,"@type":113},"To explore how the standards movement affected the principalship in Alberta, Canada, with emphasis on leadership competencies described in practice guidelines.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the 2012 review find about adoption of the guidelines?",{"text":117,"@type":113},"Only 14 of 46 jurisdictions reviewed had policies or procedures consistent with the 2009 Guidelines mandate, indicating limited penetration to the jurisdiction level.",{"name":119,"@type":110,"acceptedAnswer":120},"How did historical conditions influence the principal’s role over time?",{"text":121,"@type":113},"The document describes shifts driven by economic pressures, educational reforms, social changes, and government funding—moving the principal’s responsibilities from basic management toward broader leadership expectations.","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},596532,1792209517,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","PRINCIPAL LEADERSHIP:  \nBLENDING THE HISTORICAL PERSPECTIVE WITH THE CURRENT FOCUS  \nON COMPETENCIES IN THE ALBERTA CONTEXT  \nCarmen Mombourquette, University of Lethbridge  \nThis study was designed to explore the impact of the standards movement on the principalship in the province of Alberta, Canada. In 2009 the minister of  \neducation approved a set of practice guidelines for school leaders. The  \nGuidelines list seven practice standards called leadership competencies. In 2012 a review was conducted to see how these leadership competencies were being articulated in the policies and procedures ofthe province’s English speaking publicly funded school jurisdictions. Fourteen of the 46 jurisdictions reviewed had policies or procedures that were consistent with the Guidelines mandate. This lack of acceptance of the Guideline as formal policy presents  \nitself as a worrisome finding and indicates a lack of penetration from the  \nprovincial to the school jurisdiction level.  \nHistorical Backdrop  \nThe duties of our Principals are manifold and important. Not only are they  \nrequired to teach continuously a large class preparing for Entrance examination, but they must also take charge of a large school plant; look after the admission of new pupils, consult with parents, receive and distribute school supplies. (London Board of Education, AR, 1910 as cited in Gidney & Millar, 2012, p. 312)  \nLacking in this description of the principal of the early 20th century, as well as in subsequent descriptions, was the mention of instructional leadership or, more specifically, student learning—the principal was the boss, not necessarily the leader. He, and it was almost always a male in the role of principal (Porat, 1985) didn’t have the time to do much more than some basic management functions. The average Alberta principal in 1900 had less than one hour  \nper day free from teaching in which to attend to school administration matters (Reeves, 1962; Richardson, 1922) . However, through organizations of their own creation and as a result of the increasing bureaucratization of school districts, the principal’s role grew in stature and importance, as well as in influence over the teachers in schools (Johnson, 1968) . By the 1920sthe role description of the principal was looking very similar to what many adults alive today would remember ofthe way in which the principal led the typical Canadian school (Stamp, 1978) .  \nThe Great Depression of the 1930s was not kind to Alberta, Canada, and indeed much of the world. In Alberta, the people were faced with a double whammy when depression misery was exacerbated by severe drought. The resulting economic conditions led to drastic education spending cuts and changing relationships in schools (Lawr & Gidney, 1973) . However, whether spurred on by the difficult economic realities and the need for people to band together or from a push of the recently elected Social Credit provincial government many schools adopted the educational reforms sweeping North America. These reforms grew from the educational philosophy of John Dewey and reinforced the goal of individual development and the need for caring for the whole child (Kach, 1992) . As a result, schools began the process of developing vocational education and guidance departments. Democratic leadership also started to make itself felt within the life of the principalship. The 1930s also witnessed increased growth in school size and greater consolidation of rural and urban school districts. High school education became more of the norm (Gidney & Millar, 2012) .  \nOne of the consequences of the great social upheaval in Canada during the 1940s and 1950s was a change in schools to a male dominated principalship (Gidney & Millar, 2012) . Male dominance continued into the 1970s when women only accounted for 19% of the people who sat  \nin the principal’s chair (Porat, 1985) . However, changes that started in the late 1950s led to radical change in the 1960s and into ","cbCaide8VBZ36eRv","https://ap.wps.com/l/cbCaide8VBZ36eRv","pdf",318309,"English","# Historical Backdrop\n## Standards movement and leadership competencies in Alberta\n## Policy adoption gap across jurisdictions\n## Evolution of the principalship across decades","[{\"question\":\"What was the purpose of the study on principal leadership in Alberta?\",\"answer\":\"To explore how the standards movement affected the principalship in Alberta, Canada, with emphasis on leadership competencies described in practice guidelines.\"},{\"question\":\"What did the 2012 review find about adoption of the guidelines?\",\"answer\":\"Only 14 of 46 jurisdictions reviewed had policies or procedures consistent with the 2009 Guidelines mandate, indicating limited penetration to the jurisdiction level.\"},{\"question\":\"How did historical conditions influence the principal’s role over time?\",\"answer\":\"The document describes shifts driven by economic pressures, educational reforms, social changes, and government funding—moving the principal’s responsibilities from basic management toward broader leadership expectations.\"}]","PRINCIPAL LEADERSHIP - BLENDING THE HISTORICAL PERSPECTIVE WITH THE CURRENT FOCUS ON COMPETENCIES IN THE ALBERTA CONTEXT | PDF",1792083249,48]