Abstract:
In this research study I examined how four principals of secondary schools
interpreted authority and how these interpretations affected their practice. This study
involved a presentation of the literature where the concept of qualitative methodology as
well as general concepts of authority were reviewed.
Four principals were interviewed and asked to reflect on their feelings and
experiences as they related to the practice of authority. Five major themes emerged from
their reflections and stories which were: Understandings of the Concept of Authority,
Principals' Enactment of Authority, Thoughts and Experiences related to Challenges to
Their Authority, A View of Principals' Challenge of Authority, and Changing Views on
the Authority of Principals in Ontario.
The stories of these four principals demonstrated that the practice of authority is
complex, dynamic, and contains personal and social tensions. The sharing of these ideas
and stories provided a window into the world of these secondary school educational
leaders and their experiences with, and enactment of, authority. From this research four
recommendations were made to improve educators' practice related to the issue of
authority. The importance of this study is that it presents an understanding of the
dynamic nature of the process and enactment of authority by these secondary school
principals at a unique time in the history of education in Ontario.This qualitative research provides a snapshot of a particular group of educators at
a particular time and place. Others need to add to these understandings and modify these
ideas through further research. Understanding the experiences of educational leaders as
they negotiate concepts of authority gives a window on this very complex, yet vital,
component of education.
