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School principals

OaSIS code 40021.01

School principals plan, organize, direct, control and evaluate the activities of teachers and other staff of an elementary or secondary school.

Overview

Also known as

  • Aboriginal school principal
  • Elementary school principal
  • School principal
  • Secondary school principal
  • Vocational high school principal

Main duties

This group performs some or all of the following duties:

  • Plan, organize, direct, control and evaluate, through department heads or supervisors, the activities of teachers and support staff
  • Review programs to ensure conformance to school board or provincial standards and develop programs within limits of authority
  • Co-ordinate teaching activities of the institution by making personnel assignments, determining class size and preparing timetables
  • Organize and maintain procedures for the keeping of records
  • Prepare and administer institution or program budget
  • Direct and co-ordinate school maintenance services and the use of school facilities
  • May recruit and hire teachers and other staff
  • May teach.

Additional information

  • There is little mobility between institutional settings, for example, between elementary and secondary schools.

Similar occupations classified elsewhere

Exclusions:

  • Administrators - post-secondary education and vocational training (40020)

Work characteristics

Work characteristics gathers the various components describing the work environment of each occupation, such as employers, work activities, and the work context. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of complexity (for Work Activities) or other measurement dimensions (for Work Context), and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Work Activities

Proficiency or complexity level
Coaching and Developing Others
5 - Highest Level
Communicating with Coworkers
5 - Highest Level
Coordinating the Work and Activities of Others
5 - Highest Level
Developing Objectives and Strategies
5 - Highest Level
Establishing and Maintaining Interpersonal Relationships
5 - Highest Level

Work Context

Structural Job Characteristics

Structured versus Unstructured Work
Degree of freedom to determine tasks and priorities
5 - Very high amount of freedom
Work Week Duration
Worked hours in a typical week
3 - More than 40 hours

Physical Work Environment

Physical Proximity
Physical distance from others
3 - Somewhat close (e.g. share office)

Physical Demands

Sitting
Duration
4 - More than half the time
Standing
Duration
2 - Less than half the time
Bending or Twisting the Body
Duration
1 - Very little time

Interpersonal Relations

Contact with Others
Frequency
5 - Every day, almost continuously
Duration
5 - All the time, or almost all the time
Work with Work Group or Team
Importance
4 - Highly important
Frequency
5 - Every day, almost continuously

Workplaces/employers

  • Private and public schools

Skills and abilities

This section displays the various competencies required for an occupation. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency (for Skills and Abilities) or importance (for Personal Attributes) and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Abilities

Proficiency or complexity level
Problem Identification
5 - Highest Level
Speech Clarity
5 - Highest Level
Categorization Flexibility
4 - High Level
Deductive Reasoning
4 - High Level
Fluency of Ideas
4 - High Level

Skills

Proficiency or complexity level
Coordinating
5 - Highest Level
Decision Making
5 - Highest Level
Evaluation
5 - Highest Level
Instructing
5 - Highest Level
Learning and Teaching Strategies
5 - Highest Level

Personal Attributes

Importance
Active Learning
5 - Extremely important
Leadership
5 - Extremely important
Service Orientation
5 - Extremely important
Social Orientation
5 - Extremely important
Adaptability
4 - Highly important