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In recent years, there has been an increase in women securing leadership positions across Canadian sport. However, when compared with their male counterparts, there continues to be an imbalance of women in these roles. The purpose of this doctoral dissertation was to evaluate a social learning initiative implemented in the province of Alberta to address these existing gender disparities by increasing gender equity, leadership development/diversity, and knowledge transfer across sport systems. The Alberta Women in Sport Leadership Impact Program (AWiSL) was framed using Wenger’s (1998) concept Communities of Practice and consisted of 12 sport leaders (from various PSOs, clubs, and other sport organizations) and six mentors (with leadership expertise). Each sport leader planned and implemented a project in their home sport organizations to support the increase of gender equity and leadership development/diversity. The mentors were responsible for supporting the sport leaders in achieving their project goals and facilitating leadership development opportunities to inspire growth in the sport leaders. Accordingly, an evaluation was conducted using the Value Creation Framework (Wenger-Trayner et al., 2011) to examine the perceived value of participating in this social learning initiative. Data were collected over a year and a half period, from the 18 members who made up the AWiSL group and other important stakeholders. The data included in-depth interviews, informal conversations, observations, surveys, and collecting organizational documents resulting in over 700 pages of transcribed data. The findings are presented in four articles and an additional findings section. The first article focuses on one of the sport leader’s projects which aimed to foster a collaborative women-only training program for 10 women to become certified coach developers. The second article examines the development of the AWiSL mentors’ social learning leadership capabilities during their first attempt at facilitating a CoP to promote gender equity and leadership development/diversity, through an action learning approach. The third article delves into the sport leaders’ perceptions of their leadership skill development through their participation in the two and a half year social learning initiative, specifically a CoP of femininity. Finally, the fourth article highlights the 12 sport leaders’ projects to examine the impacts of the AWiSL in terms of moving gender equity forward across the province. The additional findings section touches on the knowledge transfer outcome of the AWiSL, including the development of a how-to model for organizations wishing to implement a similar initiative and the overall perceived value of this initiative. The dissertation is concluded with a general discussion highlighting the theoretical contributions and practical implications, along with future recommendations for research.

Mentoring, coaching, and teacher induction programs continue to gain traction in school jurisdictions across Canada and internationally in an effort to address teacher attrition, support professional growth, and improve teaching and learning. Conceptualized as a patchwork quilt, this thesis by article reports on a qualitative case study that examined the Teacher Induction Program (TIP) implemented in 2009 in the Western Québec School Board (WQSB). Each manuscript or fabric block highlights a different component of the TIP that when stitched together reveals an emerging pattern of how professional learning and development, mentoring and coaching, and teacher evaluation is understood in the school district. Anchored within a social learning theoretical framework, this study asked two guiding questions: 1) What is the influence of the mentor–coach role on experienced teachers’ professional learning, practice, and well-being? And 2) How do the WQSB stakeholders perceive the impact of the TIP? Using a single case study design, data were collected from a variety of sources and stakeholder perspectives, including documents, questionnaires, semi-structured interviews, and focus groups. Using the Framework Method, data were abductively analyzed with and against the study’s theoretical and conceptual frameworks. The study’s findings indicate that the mentor–coach role has powerful potential to not only support experienced teachers’ practice-based professional learning, but also to cultivate their sense of well-being and flourishing in schools. However, tensions emerged around how different stakeholders perceived the TIP’s impact in the school district. In particular, further attention is required to clarify the purpose and process of mentoring and coaching as well as the role of teacher evaluation within teacher induction. Ultimately, this study highlights the important role an effective mentoring and coaching fellowship can play in supporting veteran teacher professional learning, practice and well-being, which then has the potential to cultivate positive transformational change in a school district.