EDUCATIONAL CONTEXTS FOR FRENCH SCHOOL PRINCIPALS IN CANADA

Given the crucial role of managing a school, it is important to study the educational contexts in which new school principals develop their competencies. The goal of our study was to identify which educational contexts-formal, non-formal and informal-a) have helped, and b) can eventually help new principals to develop their competencies. In our qualitative research project, 101 educational agents from 10 Canadian provinces were interviewed. Our results show that for most of the participants, in almost all provinces, the formal and informal educational contexts have contributed to develop new principals' competencies. Furthermore, the non-formal education context appears to be the one that could best help them to further develop their competencies in the future.