Article

Leadership-as-Practice in a Rural Saskatchewan School

Authors

• • Dr Tenneisha Nelson t.nelson@usask.ca Email Dr Tenneisha Nelson. (compose email, opens in email app.)
  • University of Saskatchewan
• • Dr Dawn Wallin dawn.wallin@usask.ca Email Dr Dawn Wallin. (compose email, opens in email app.)
  • University of Saskatchewan

Abstract

This article presents findings from a study that examined how leadership-as-practice was enacted during the implementation of a personalized blended learning initiative in a rural Saskatchewan school. The initiative offered programming for students in kindergarten through to grade 12. Using a practice lens, which views leadership as a socially constituted phenomenon, the objective of this qualitative case study was to examine the interactions of the rural school actors as they implemented the improvement initiative. We collected data through observations, interviews, and document analysis. The findings reveal that leadership emerged through collective problem-solving opportunities shaped by the school’s sociomaterial context. Trust, community ties, and shared responsibility fostered a democratic leadership culture. Implications for rural school improvement, the value of teacher leadership, and leadership development are articulated.

Keywords:

How to Cite: Nelson, T. & Wallin, D. (2026) “Leadership-as-Practice in a Rural Saskatchewan School”, Journal of Research in Rural Education. 42(1). doi: https://doi.org/10.4148/jrre.20758