Citation

Roberts E, McLeod N, Montemurro G, Veugelers PJ, Gleddie D, Storey KE. Health Promot. Int. 2015; 31(4): 915-924.

Affiliation

School of Public Health, University of Alberta, 3-50 University Terrace, 8303-112 Street, Edmonton, AB T6G 2T4, Canada kate.storey@ualberta.ca.

Copyright

(Copyright © 2015, Oxford University Press)

DOI

10.1093/heapro/dav083

PMID

26294754

Abstract

Comprehensive School Health (CSH) is an internationally recognized framework that moves beyond the individual to holistically address school health, leading to the development of health-enhancing behaviors while also improving educational outcomes. Previous research has suggested that principal support for CSH implementation is essential, but this role has yet to be explored. Therefore, the purpose of this research was to examine the role of the principal in the implementation of a CSH project aimed at creating a healthy school culture. This research was guided by the grounded ethnography method. Semi-structured interviews were conducted with APPLE School principals (n = 29) to qualitatively explore their role in creating a healthy school culture. A model consisting of five major themes emerged, suggesting that the principal played a fluid role throughout the CSH implementation process. Principals (i) primed the cultural change; (ii) communicated the project's importance to others; (iii) negotiated concerns and collaboratively planned; (iv) held others accountable to the change, while enabling them to take ownership and (v) played an underlying supportive role, providing positive recognition and establishing ongoing commitment. This research provides recommendations to help establish effective leadership practices in schools, conducive to creating a healthy school culture.

Language: en