ABSTRACT
There is no single, comprehensive defi nition that encompasses all divergent views about educational leadership. A seemingly endless variety of defi nitions have been developed referring to varying themes of educational leadership traits, behaviours, role relationships, interaction and learning patterns (facilitation of collaborative relationships and team work), change, organisational structures, or sense making (see Bush & Barker, 2003; Cranston, 2002; Danielson, 2007; Fullan, 2006; Lam 2002; Ryan, 1998). Educational leadership is a concept that is contingent upon the sociocultural and educational context in which it is enacted and exercised (GonzalesParra & Simon, 2011; House, 2004). Capturing the essence of educational leadership in a First Nations educational setting has been an elusive goal sought by scholars in Canada (see Blakesly, 2008; Jules, 1999; Ottman, 2005). Nonetheless, leadership in a First Nations educational setting has not been systematically examined in Canada, particularly given the absence of (an) appropriate First Nations cultural len(se)s through which to examine educational leadership in terms of implicit beliefs, convictions, and assumptions concerning attributes, behaviors, and practices that inhibit or contribute to outstanding educational leadership in First Nations contexts. “This limits the opportunity for contextually and culturally relevant leadership development which takes into account the aspirations of First Nations communities” (Blakesly, 2008, p. 441), especially in terms of a culturally relevant and effective educational system for their children.
