Meanings of success and successful leadership in Ontario, Canada, in neo-liberal times

Abstract

The provincial government of Ontario, Canada, has committed itself to raising student achievement, closing achievement gaps, and increasing the public's confidence in public education. It has introduced many policies, including the Ontario Leadership Strategy (OLS), to support these goals. Our study examined how teachers, administrators, support staff, and parents in three elementary schools in Ontario understand and enact school success and successful school leadership within this (neo-liberal) context. Findings of a comparative analysis of Ontario policy texts and data from interviews with administrators, teachers, support staff, and parents in the schools demonstrate that the school-based participants defined success as academic learning, a positive school climate, and students' well-being. This definition differs from the definition prioritised by Ontario's government: high scores on standardised provincial and international tests. However, principals in the schools enacted leadership practices advocated by OLS to support locally defined notions of success.

Keywords:

• school leadership
• policy analysis
• school success
• Ontario

Notes on contributors

Sue Winton is an Associate Professor in the Faculty of Education at York University in Toronto, Ontario, Canada. Her research examines policy influences and implications of education policy for critical democracy.

Katina Pollock is an Associate Professor in the Faculty of Education at Western University, Ontario, Canada. Katina teaches in both the initial teacher education program and at the graduate level. Her research explores the intersection of power, access, and engagement in relation to work and learning in the field of education. Recent publications include a special journal issue in the Canadian and International Education journal entitled; School Leadership: Opportunities for Comparative Inquiry (2014).