School vice-principals never aroused so much the interest of educational researchers. The studies done were mostly of a descriptive nature and only a very small number were in a formal, theoretical context. A tendency is emerging in education and consists of recognizing more and more the importance of the vice-principal's role in the schools, specially from the perspective of educational change. / The purpose of the study was to assess the level of internal motivation for a sample of school vice-principals and examine the vice principals job using the Job Characteristic Theory developed by Hackman and Oldham (1980) as a theoretical base, in an effort to identify specific aspects of the job that might be improved. / The Job Diagnostic Survey was used to obtain data from a sample of 131 vice-principals in francophone public schools across the province of Quebec. One way analysis of variance and t-test were used to identify significant differences within groupings and between levels of independent variables: gender, age, years of experiences in education, as vice principals, types of schools, size of schools and willingness to be promoted. / The sample of school vice-principals reported moderately high levels of internal motivation. Examination of the specific job characteristics showed high levels of skill variety and only low to moderate levels of autonomy and job feedback. Finally job incumbents reported moderate levels of satisfaction with conditions of employment, although there were a number of differences within groupings by independent variables indicating low level of general satisfaction and satisfaction with salary.

This research wanted to test if the Job Characteristics Model was good to study school principals' motivation in the province of Quebec. To run the study, the Job Diagnostic Survey created by Hackman and Oldham was used to collect school principals data. To this questionnaire, a part was added to collect sociodemographic data. Using these data, one way analysis of variance was used to find out if there were significant differences between the means of school principals. / The results obtained indicate that the Job Characteristics Model is not exactly the right means to study school principals' motivation. But the analysis of variance revealed some significant differences between the means of the school principals.

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The purpose of this study was to examine the role of the secondary school principal in anglophone Quebec. A sample of eighteen experienced principals were interviewed in-depth about their role expectations, sources of role conflict, and their sense of ambiguity. / Role ambiguity appeared to be non-existent in the principalship. Expectations and conflicts were identified with regard to students, teachers, parents, community members, and principal's superiors. The principalship was clearly more a managerial than leadership role. Principals were responders to a series of problems and issues. They orchestrated responses. Instructional leadership was not a part of their role.

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