Diriger une école primaire de milieu urbain défavorisé: les perceptions des directions d’écoles à propos de leur travail

Abstract

This paper presents school principals’ perceptions about their work in disadvantaged areas. Our focus is on Montréal’s particular situation in which schools receive special support from Québec’s Ministère de l’Éducation, du Loisir et du Sport. Forty-five elementary school principals participated in our study. Our goal was to identify, describe, and document their work’s features. Our data show that principals believe their work-load to be different from the work-load of their peers in more advantaged areas, as well as perceiving this workload to be heavier, needing particular competencies and attitudes, and having to incorporate elements of leadership for social justice. Given this perceived difference, principals have to consider the importance of on-going professional training and develop a particular vision of education.