Perceptions and practices of principals who support positive educational experiences for aboriginal learners

The purpose of this paper is to describe the leadership perceptions and practices of principals who promote positive school experiences for Aboriginal students. This qualitative multi-case study encapsulates 14 semi-structured individual interviews conducted with five Saskatchewan principals and four Prince Edward Island principals. From the perspective of the principals, findings indicate that the principals' philosophy for education, emphasis on student safety and belonging, promotion of relationships, and relevancy of school content were seminal for Aboriginal student success. An implication is that effective leadership exposed via an Aboriginal worldview has great merit for fostering educational success for all learners, regardless of ethnicity.