Pub Date : 2023-04-01DOI: 10.1177/0013161X231167168
Henry Tran
Introduction “Ruralism” is often applied as a pejorative descriptor, motivated from a deficit perspective, that results in discriminatory action infringing upon equal educational opportunity for rural children (Bassett, 2002). Although an awareness of the challenges facing rural schools is growing among education scholars, there remains a paucity of research on rural teachers and leaders. Furthermore, the vast majority of that research has been constrained to an extremely small number of rural-centric journals. Over one-half of all US school districts and one-sixth of all students are in rural contexts (Johnson et al., 2014), yet these constituents are often left behind or forgotten in debates on important educational issues, resulting in the continual undercutting of support for their teachers and educational investments. The authors of the collective of studies published in this special section of Educational Administration Quarterly (EAQ)-argue that specialized focus in a mainstream and non-rural specific academic journal will serve to validate and affirm the importance of research in this understudied area to a broader audience. Our collective work is motivated by a spatial injustice framework that speaks to the uneven geographic distribution of social, economic, and
引言“Ruralism”经常被用作贬义词，其动机是从赤字的角度出发，导致歧视性行动侵犯了农村儿童的平等教育机会（Bassett，2002）。尽管教育学者越来越意识到农村学校面临的挑战，但对农村教师和领导者的研究仍然很少。此外，绝大多数研究都局限于极少数以农村为中心的期刊。超过一半的美国学区和六分之一的学生生活在农村地区（Johnson et al.，2014），但在关于重要教育问题的辩论中，这些选民往往被抛在后面或遗忘，导致对教师和教育投资的支持不断减少。发表在《教育管理季刊》（EAQ）这一特别部分的集体研究的作者认为，主流和非农村特定学术期刊的专门关注将有助于向更广泛的受众验证和肯定这一研究不足领域的研究的重要性。我们的集体工作是由一个空间不公正框架推动的，该框架反映了社会、经济和
{"title":"Confronting Spatial Injustice: The Role of Leadership in Improving Equitable Rural Educator Recruitment and Retention","authors":"Henry Tran","doi":"10.1177/0013161X231167168","DOIUrl":"https://doi.org/10.1177/0013161X231167168","url":null,"abstract":"Introduction “Ruralism” is often applied as a pejorative descriptor, motivated from a deficit perspective, that results in discriminatory action infringing upon equal educational opportunity for rural children (Bassett, 2002). Although an awareness of the challenges facing rural schools is growing among education scholars, there remains a paucity of research on rural teachers and leaders. Furthermore, the vast majority of that research has been constrained to an extremely small number of rural-centric journals. Over one-half of all US school districts and one-sixth of all students are in rural contexts (Johnson et al., 2014), yet these constituents are often left behind or forgotten in debates on important educational issues, resulting in the continual undercutting of support for their teachers and educational investments. The authors of the collective of studies published in this special section of Educational Administration Quarterly (EAQ)-argue that specialized focus in a mainstream and non-rural specific academic journal will serve to validate and affirm the importance of research in this understudied area to a broader audience. Our collective work is motivated by a spatial injustice framework that speaks to the uneven geographic distribution of social, economic, and","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"384 - 395"},"PeriodicalIF":3.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48909543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-28DOI: 10.1177/0013161X231156874
E. Bridwell-Mitchell, Maxwell M. Yurkofsky
Purpose: The increasing complexity of principals’ roles, including focusing both on learning outcomes and equity issues, requires having the flexibility to view novel problems through multiple lenses. In this article, we draw on institutional theory and social network research to understand the factors enabling and constraining the cognitive repertoire principals draw on when solving problems. Methods: The data come from a field simulation of how 52 principals respond to and seek advice for two problem scenarios. Along with principals’ personal and school characteristics, we examine how the characteristics of principals’ professional networks are related to their problem-solving and reliance on institutional logics. Findings: Some imprecision in the model estimates notwithstanding, in this exploratory study intended to illuminate potential patterns for study in future research. We find evidence that principals draw on four institutional logics when solving problems: democratic and family logics, bureaucratic logics, professional logics, and market logics. Principals’ reliance on these institutional logics appears to be related to the closeness of the colleagues in their advice networks as well as the nature of the problem they are solving. Implications: One key contribution is to research is to reveal the subtlety of the social sensemaking involved in interpreting and taking action in institutional environments. The results also highlight which network characteristics might help principals respond more flexibly to new and complex problems in institutional contexts, such as racial equity.
{"title":"Defying Logic? Exploring the Multiple Network Pathways for Principals’ Institutional Logics","authors":"E. Bridwell-Mitchell, Maxwell M. Yurkofsky","doi":"10.1177/0013161X231156874","DOIUrl":"https://doi.org/10.1177/0013161X231156874","url":null,"abstract":"Purpose: The increasing complexity of principals’ roles, including focusing both on learning outcomes and equity issues, requires having the flexibility to view novel problems through multiple lenses. In this article, we draw on institutional theory and social network research to understand the factors enabling and constraining the cognitive repertoire principals draw on when solving problems. Methods: The data come from a field simulation of how 52 principals respond to and seek advice for two problem scenarios. Along with principals’ personal and school characteristics, we examine how the characteristics of principals’ professional networks are related to their problem-solving and reliance on institutional logics. Findings: Some imprecision in the model estimates notwithstanding, in this exploratory study intended to illuminate potential patterns for study in future research. We find evidence that principals draw on four institutional logics when solving problems: democratic and family logics, bureaucratic logics, professional logics, and market logics. Principals’ reliance on these institutional logics appears to be related to the closeness of the colleagues in their advice networks as well as the nature of the problem they are solving. Implications: One key contribution is to research is to reveal the subtlety of the social sensemaking involved in interpreting and taking action in institutional environments. The results also highlight which network characteristics might help principals respond more flexibly to new and complex problems in institutional contexts, such as racial equity.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"306 - 338"},"PeriodicalIF":3.3,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45828115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1177/0013161X231161041
David Aguayo, Madeline Good, Sarah Diem, K. Herman, J. Burke, Trinity Davis, Karen Hall, Carla London, W. Reinke
Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study was to conduct a comparative case study and explore how four district leaders promoted CRPs throughout each of their districts. Research Design: Situated in the Midwest, we used a comparative case study to explore the approaches of four Black women school district leaders. Data included a focus group interview with the leaders; four individual, follow-up interviews; and artifacts or documents provided by the leaders. The data collected was analyzed using the Culturally Responsive School Leadership analytical framework. Results and Discussion: Findings discuss school district leadership's responsibility to promote CRPs; district leaders’ ability to foster trusting relationships with educators; and district-wide efforts to engage in purposeful teacher retention practices. A discussion and conclusion include implications considering how district leadership can influence the implementation of CRPs in schools and classrooms.
{"title":"Promoting District-Level Culturally Responsive Practices","authors":"David Aguayo, Madeline Good, Sarah Diem, K. Herman, J. Burke, Trinity Davis, Karen Hall, Carla London, W. Reinke","doi":"10.1177/0013161X231161041","DOIUrl":"https://doi.org/10.1177/0013161X231161041","url":null,"abstract":"Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study was to conduct a comparative case study and explore how four district leaders promoted CRPs throughout each of their districts. Research Design: Situated in the Midwest, we used a comparative case study to explore the approaches of four Black women school district leaders. Data included a focus group interview with the leaders; four individual, follow-up interviews; and artifacts or documents provided by the leaders. The data collected was analyzed using the Culturally Responsive School Leadership analytical framework. Results and Discussion: Findings discuss school district leadership's responsibility to promote CRPs; district leaders’ ability to foster trusting relationships with educators; and district-wide efforts to engage in purposeful teacher retention practices. A discussion and conclusion include implications considering how district leadership can influence the implementation of CRPs in schools and classrooms.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"471 - 506"},"PeriodicalIF":3.3,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46231827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-16DOI: 10.1177/0013161X231159922
R. Ingersoll, Henry Tran
Purpose: The objective of this study is to provide an overall national portrait of elementary and secondary teacher shortages and teacher turnover in rural schools, comparing rural schools to suburban and urban schools. This study utilizes an organizational theoretical perspective focusing on the role of school organization and leadership in the causes of, and solutions to, teacher shortages and staffing problems. Data/Methods: The study entailed secondary statistical analyses of the nationally representative Schools and Staffing Survey, its successor the National Teacher Principal Survey, and their supplement the Teacher Follow-Up Survey, conducted by the National Center for Education Statistics. Findings: The analyses document that, contrast to urban and suburban schools, the student population and teaching force in rural schools has dramatically shrunk in recent decades, that despite this decrease in students, and demand for teachers, rural schools have faced serious difficulties filling their teaching positions, and that these teacher staffing problems are driven by high levels of preretirement teacher turnover. Moreover, the data document that teacher turnover varies greatly between different kinds of schools, is especially high in high-poverty rural schools, and is closely tied to the organizational characteristics and working conditions of rural schools. Implications: Research and reform on teacher shortages and turnover have focused on urban environments because of an assumption that schools in those settings suffer from the most serious staffing problems. This study shows that teacher shortages and teacher turnover in rural schools, while relatively neglected, have been as significant a problem as in other schools.
{"title":"Teacher Shortages and Turnover in Rural Schools in the US: An Organizational Analysis","authors":"R. Ingersoll, Henry Tran","doi":"10.1177/0013161X231159922","DOIUrl":"https://doi.org/10.1177/0013161X231159922","url":null,"abstract":"Purpose: The objective of this study is to provide an overall national portrait of elementary and secondary teacher shortages and teacher turnover in rural schools, comparing rural schools to suburban and urban schools. This study utilizes an organizational theoretical perspective focusing on the role of school organization and leadership in the causes of, and solutions to, teacher shortages and staffing problems. Data/Methods: The study entailed secondary statistical analyses of the nationally representative Schools and Staffing Survey, its successor the National Teacher Principal Survey, and their supplement the Teacher Follow-Up Survey, conducted by the National Center for Education Statistics. Findings: The analyses document that, contrast to urban and suburban schools, the student population and teaching force in rural schools has dramatically shrunk in recent decades, that despite this decrease in students, and demand for teachers, rural schools have faced serious difficulties filling their teaching positions, and that these teacher staffing problems are driven by high levels of preretirement teacher turnover. Moreover, the data document that teacher turnover varies greatly between different kinds of schools, is especially high in high-poverty rural schools, and is closely tied to the organizational characteristics and working conditions of rural schools. Implications: Research and reform on teacher shortages and turnover have focused on urban environments because of an assumption that schools in those settings suffer from the most serious staffing problems. This study shows that teacher shortages and teacher turnover in rural schools, while relatively neglected, have been as significant a problem as in other schools.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"396 - 431"},"PeriodicalIF":3.3,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46800213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-27DOI: 10.1177/0013161X231159092
N. Özdemir, A. Kılınç, Mahmut Polatcan, Selçuk Turan, M. Bellibaş
Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers’ instructional practices and to investigate how distributed leadership predicts teachers’ membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Türkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching.
{"title":"Exploring Teachers’ Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference?","authors":"N. Özdemir, A. Kılınç, Mahmut Polatcan, Selçuk Turan, M. Bellibaş","doi":"10.1177/0013161X231159092","DOIUrl":"https://doi.org/10.1177/0013161X231159092","url":null,"abstract":"Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers’ instructional practices and to investigate how distributed leadership predicts teachers’ membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Türkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"255 - 305"},"PeriodicalIF":3.3,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41602762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-19DOI: 10.1177/0013161X231159135
Daniella Hall Sutherland
Purpose: In the wake of school board protests nationwide, it is essential for educational leaders, policymakers, and researchers to understand locally controlled educational governance. The stability of educational districts depends on superintendents navigating relationships with their school boards, yet little research exists that addresses board–superintendent relationships in locally controlled districts. Using theories of local will and capacity, and community power relationships, I examine what factors shape the extent of local control enacted by school boards, and how these factors affect superintendent–school board relations. Research Methods: The qualitative case study design is bounded as one multi-district union superintendent and three rural school boards. Data collection included semistructured interviews, ethnographic observations, and document collection to understand the relational dynamics of local control. Data analysis included in vivo and a priori coding, and the development of analytic matrices. Findings: All boards demonstrated local will and some local capacity, which explained the dimensions of enactment of local control. Rural board capacity—tenure, expertise, and residency of board members—influenced the extent of local control. Cross-case analysis revealed a relationship between board capacity, community capacity, and board–superintendent relationships. These patterns are theorized as local control school board–superintendent relationships typology, based on board capacity and local community capacity. The relationships include role contestation, confusion, collaboration, and dependence. Implications for Research and Practice: The study expands the theory of local capacity to include community and board dimensions and describes the complexities of superintendent–board relationships. The study concludes with recommendations for practice, policy, and research on locally controlled school boards.
{"title":"Capacity and Control: Superintendent-School Board Relations in Locally Controlled Districts","authors":"Daniella Hall Sutherland","doi":"10.1177/0013161X231159135","DOIUrl":"https://doi.org/10.1177/0013161X231159135","url":null,"abstract":"Purpose: In the wake of school board protests nationwide, it is essential for educational leaders, policymakers, and researchers to understand locally controlled educational governance. The stability of educational districts depends on superintendents navigating relationships with their school boards, yet little research exists that addresses board–superintendent relationships in locally controlled districts. Using theories of local will and capacity, and community power relationships, I examine what factors shape the extent of local control enacted by school boards, and how these factors affect superintendent–school board relations. Research Methods: The qualitative case study design is bounded as one multi-district union superintendent and three rural school boards. Data collection included semistructured interviews, ethnographic observations, and document collection to understand the relational dynamics of local control. Data analysis included in vivo and a priori coding, and the development of analytic matrices. Findings: All boards demonstrated local will and some local capacity, which explained the dimensions of enactment of local control. Rural board capacity—tenure, expertise, and residency of board members—influenced the extent of local control. Cross-case analysis revealed a relationship between board capacity, community capacity, and board–superintendent relationships. These patterns are theorized as local control school board–superintendent relationships typology, based on board capacity and local community capacity. The relationships include role contestation, confusion, collaboration, and dependence. Implications for Research and Practice: The study expands the theory of local capacity to include community and board dimensions and describes the complexities of superintendent–board relationships. The study concludes with recommendations for practice, policy, and research on locally controlled school boards.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"667 - 699"},"PeriodicalIF":3.3,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48725764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1177/0013161X231153404
Marian Lewis, Marsha E. Modeste, Royel M. Johnson
Purpose: A growing number of school districts have recently added a position to the superintendent's cabinet, often titled chief equity officer. While the chief equity officer position is still in its early stages, we have an opportunity to examine insights from this work in the higher education context—both to support the adoption and implementation of the position, and the change work the chief equity officer will lead throughout the organization. The following conceptual question guides our analytical review: How can the role of chief equity officer be meaningfully and thoughtfully adapted for K-12 schools and districts in a critical anti-racist manner? Moverover, how might insights from higher education and scholarly knowledge on the nature of educational institutions, change within organizations, leadership practice, and learning inform the development of this role? Proposed Conceptual Argument: While the chief equity officer position was initially developed in response to historic and systemic inequities, over time, as this position becomes standardized through a process scholars call mimetic isomorphism, it runs the risk of becoming symbolic, only serving to signal an organization's commitment to equity-oriented work without meaningfully attending to its structures for learning, policies, or practices. Implications: Chief equity officers have a formal role within the district; however, their work requires an organizational commitment, from educators and educational leaders, for anti-racist systemic change. Structural, financial, and personnel-oriented supports are critical. Training programs for educators and leaders should thoughtfully prepare future chief equity officers, and continue to extend existing efforts to prepare anti-racist, equity-oriented principals, superintendents, teachers, and other educational leaders.
{"title":"The Rise of the School District Chief Equity Officer: Moving Beyond Mimetic Isomorphism and Promoting Anti-Racist Systemic Change","authors":"Marian Lewis, Marsha E. Modeste, Royel M. Johnson","doi":"10.1177/0013161X231153404","DOIUrl":"https://doi.org/10.1177/0013161X231153404","url":null,"abstract":"Purpose: A growing number of school districts have recently added a position to the superintendent's cabinet, often titled chief equity officer. While the chief equity officer position is still in its early stages, we have an opportunity to examine insights from this work in the higher education context—both to support the adoption and implementation of the position, and the change work the chief equity officer will lead throughout the organization. The following conceptual question guides our analytical review: How can the role of chief equity officer be meaningfully and thoughtfully adapted for K-12 schools and districts in a critical anti-racist manner? Moverover, how might insights from higher education and scholarly knowledge on the nature of educational institutions, change within organizations, leadership practice, and learning inform the development of this role? Proposed Conceptual Argument: While the chief equity officer position was initially developed in response to historic and systemic inequities, over time, as this position becomes standardized through a process scholars call mimetic isomorphism, it runs the risk of becoming symbolic, only serving to signal an organization's commitment to equity-oriented work without meaningfully attending to its structures for learning, policies, or practices. Implications: Chief equity officers have a formal role within the district; however, their work requires an organizational commitment, from educators and educational leaders, for anti-racist systemic change. Structural, financial, and personnel-oriented supports are critical. Training programs for educators and leaders should thoughtfully prepare future chief equity officers, and continue to extend existing efforts to prepare anti-racist, equity-oriented principals, superintendents, teachers, and other educational leaders.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"143 - 178"},"PeriodicalIF":3.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46941935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1177/0013161X231153812
Shelby Cosner, Craig De Voto
Purpose: To identify key issues that university-based leadership coaches act upon in work to fortify the developmental opportunity of the clinical experience for aspiring principals, and how leadership coaches act upon these issues. Research: Data include roughly 75 hours of interviews with two cohorts of aspiring principals and 25 hours of interviews with the five leadership coaches assigned to these aspirants (N = 25). Drawing theoretically upon brokering and social networks brokerage, analysis of transcripts used both deductive and inductive coding. Findings: We identified five key issues acted upon by leadership coaches, including: (a) relational issues between the aspirant and the mentor; (b) insufficient time between the aspirant and the mentor; (c) aspirant identification of and engagement with clinical work of developmental importance; (d) aspirant access to and/or authority for clinical work; and (e) the developmental supports provided to aspirants by mentors. Drawing upon theories of brokering, social networks brokerage, and third-party influence as we examined how coaches acted upon aspirant issues, we found that coaches regularly worked as brokers and third-party influencers in these pursuits. The structuring and design of coaching as well as coaching tools proved vital to this work. Conclusion: Leadership coaches tethered to principal preparation programs can play an important role in fortifying the developmental opportunity of the clinical experience. Our findings suggest an assortment of implications for leadership preparation, the deployment and design of university-based leadership coaches, and the development of such coaches tied to principal preparation.
{"title":"Using Leadership Coaching to Strengthen the Developmental Opportunity of the Clinical Experience for Aspiring Principals: The Importance of Brokering and Third-Party Influence","authors":"Shelby Cosner, Craig De Voto","doi":"10.1177/0013161X231153812","DOIUrl":"https://doi.org/10.1177/0013161X231153812","url":null,"abstract":"Purpose: To identify key issues that university-based leadership coaches act upon in work to fortify the developmental opportunity of the clinical experience for aspiring principals, and how leadership coaches act upon these issues. Research: Data include roughly 75 hours of interviews with two cohorts of aspiring principals and 25 hours of interviews with the five leadership coaches assigned to these aspirants (N = 25). Drawing theoretically upon brokering and social networks brokerage, analysis of transcripts used both deductive and inductive coding. Findings: We identified five key issues acted upon by leadership coaches, including: (a) relational issues between the aspirant and the mentor; (b) insufficient time between the aspirant and the mentor; (c) aspirant identification of and engagement with clinical work of developmental importance; (d) aspirant access to and/or authority for clinical work; and (e) the developmental supports provided to aspirants by mentors. Drawing upon theories of brokering, social networks brokerage, and third-party influence as we examined how coaches acted upon aspirant issues, we found that coaches regularly worked as brokers and third-party influencers in these pursuits. The structuring and design of coaching as well as coaching tools proved vital to this work. Conclusion: Leadership coaches tethered to principal preparation programs can play an important role in fortifying the developmental opportunity of the clinical experience. Our findings suggest an assortment of implications for leadership preparation, the deployment and design of university-based leadership coaches, and the development of such coaches tied to principal preparation.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"3 - 39"},"PeriodicalIF":3.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45009102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.1177/0013161X221140849
Andrene J. Castro
Purpose: Teacher shortages disrupt multiple aspects of school functioning. Negative effects of shortages are linked to poor outcomes for students, teachers, and organizational climate and culture. However, less attention has been paid to the impact of shortages on principals’ leadership activities. Research Methods/Approach: This study uses qualitative data from 23 principals in four Oklahoma school districts to describe the impact of teacher shortages on principals’ leadership practice and the extent to which principals alter leadership behaviors in relation to shortages. Findings: Findings offer new evidence suggesting teacher supply, principal leadership, and organizational functioning are tightly coupled. Specifically, principals experienced competing managerial demands as they reported stronger impacts of shortages on tasks associated with organizational management, instructional management, and internal relations, while indirect or minor impacts were reported for administrative and external relations tasks. Implications: As teacher shortages increase across the U.S., this study highlights the cumulative impacts of shortages on schools and offers implications for school leadership, policy, and practice.
{"title":"Managing Competing Demands in a Teacher Shortage Context: The Impact of Teacher Shortages on Principal Leadership Practices","authors":"Andrene J. Castro","doi":"10.1177/0013161X221140849","DOIUrl":"https://doi.org/10.1177/0013161X221140849","url":null,"abstract":"Purpose: Teacher shortages disrupt multiple aspects of school functioning. Negative effects of shortages are linked to poor outcomes for students, teachers, and organizational climate and culture. However, less attention has been paid to the impact of shortages on principals’ leadership activities. Research Methods/Approach: This study uses qualitative data from 23 principals in four Oklahoma school districts to describe the impact of teacher shortages on principals’ leadership practice and the extent to which principals alter leadership behaviors in relation to shortages. Findings: Findings offer new evidence suggesting teacher supply, principal leadership, and organizational functioning are tightly coupled. Specifically, principals experienced competing managerial demands as they reported stronger impacts of shortages on tasks associated with organizational management, instructional management, and internal relations, while indirect or minor impacts were reported for administrative and external relations tasks. Implications: As teacher shortages increase across the U.S., this study highlights the cumulative impacts of shortages on schools and offers implications for school leadership, policy, and practice.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"218 - 250"},"PeriodicalIF":3.3,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47091480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-15DOI: 10.1177/0013161X221137877
Vidya Shah, N. Aoudeh, Gisele Cuglievan-Mindreau, J. Flessa
How do leaders make the impossible choice between harm enacted on racially oppressed students and families, and harm enacted on them as advocates for racial justice in systems steeped in whiteness? How do they negotiate multiple harms in Black and Brown bodies? Purpose: Situated in between the literature on tempered radicalism and Applied Critical Leadership (ACL), this study explores the experiences of six Black and Brown mid-level and senior-level district leaders in Greater Toronto Area, in Ontario, Canada. Research Methods/Approach: We draw on counter-narrative methodologies including in-depth oral history interviews and ongoing communication with participants to explore the impossibilities and possibilities of leading for racial justice. Findings: Impossibilities include complicities and complexities, accountabilities and alliances, and different metrics, different expectations. Possibilities include present and future hopes, personal power and voice, and joy and fulfillment. Implications for Research and Practice: This study adds to the literature on critical race-tempered radicalism by offering three important shifts in perspectives about leading for racial justice that blur revolutionary leadership and ACL. These include challenging a politics of representation and the necessary change in metrics, accountability measures, and systemic necessary to demonstrate the readiness for anti-racist leadership; anti-racist leadership as messy, ambiguous, and contextual that make space for complicities and complexities of this work; and anti-racist leadership beyond anti-racist leaders, which recognizes leadership beyond any one person, role, location, or generation.
{"title":"Tempering Applied Critical Leadership: The Im/Possibilities of Leading for Racial Justice in School Districts","authors":"Vidya Shah, N. Aoudeh, Gisele Cuglievan-Mindreau, J. Flessa","doi":"10.1177/0013161X221137877","DOIUrl":"https://doi.org/10.1177/0013161X221137877","url":null,"abstract":"How do leaders make the impossible choice between harm enacted on racially oppressed students and families, and harm enacted on them as advocates for racial justice in systems steeped in whiteness? How do they negotiate multiple harms in Black and Brown bodies? Purpose: Situated in between the literature on tempered radicalism and Applied Critical Leadership (ACL), this study explores the experiences of six Black and Brown mid-level and senior-level district leaders in Greater Toronto Area, in Ontario, Canada. Research Methods/Approach: We draw on counter-narrative methodologies including in-depth oral history interviews and ongoing communication with participants to explore the impossibilities and possibilities of leading for racial justice. Findings: Impossibilities include complicities and complexities, accountabilities and alliances, and different metrics, different expectations. Possibilities include present and future hopes, personal power and voice, and joy and fulfillment. Implications for Research and Practice: This study adds to the literature on critical race-tempered radicalism by offering three important shifts in perspectives about leading for racial justice that blur revolutionary leadership and ACL. These include challenging a politics of representation and the necessary change in metrics, accountability measures, and systemic necessary to demonstrate the readiness for anti-racist leadership; anti-racist leadership as messy, ambiguous, and contextual that make space for complicities and complexities of this work; and anti-racist leadership beyond anti-racist leaders, which recognizes leadership beyond any one person, role, location, or generation.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"179 - 217"},"PeriodicalIF":3.3,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41976735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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