School leadership in Francophone minority settings in New Brunswick: representations of principals

This article looks at the leadership exercised by Francophone school principals in New Brunswick. Our qualitative exploratory study attempts to identify the leadership styles principals need to use in minority Francophone communities to respond to the school’s mission of promoting students’ academic and identity success. To do so, we spoke to ten principals working in French-language schools in an Anglo-dominant environment. One of the research results reveals that many recognize the necessity of gaining more knowledge that would help them exercise leadership that meets the community’s specific needs and expectations.