Leadership, Preparation, and Resistance: Educators’ Perceptions of Québec’s Curriculum Reform

Abstract

This qualitative case study explores educators’ perceptions of Québec’s late-1990s curriculum reform, which sought to transition from traditional instruction to a competency-based, student-centered model inspired by constructivist theory and Finland’s success. Drawing on narrative inquiry and thematic analysis of interviews with fifteen retired teachers and principals, the study identifies “understanding” as the central concept shaping reform experiences, encompassing preparation, leadership, and resistance. Findings reveal systemic shortcomings: compressed timelines, inadequate training, scarce pedagogical resources, and a predominantly vertical leadership structure that marginalized practitioner input. These factors fostered resistance among educators and parents, compounded by political volatility and inconsistent communication. While participants acknowledged the reform’s progressive philosophy, its implementation lacked inclusivity, empirical grounding, and longitudinal evaluation. The study argues that sustainable educational change requires hybrid leadership models, collaborative planning, and depoliticized, generational timelines. Québec’s experience underscores the risks of rapid, politically driven reforms and offers insights into the socio-political and organizational conditions necessary for meaningful, enduring transformation.

Keywords: leadership, teachers, reform, curriculum

DOI: 10.7176/JEP/17-5-09

Publication date: May 30^th 2026