Pub Date : 2022-11-14DOI: 10.1177/0013161X221136729
T. Bainazarov, Alounso A. Gilzene, Taeyeon Kim, Gerardo R. López, Lawrence Louis, Soon-young Oh, Emma K. Taylor
Members of the Educational Administration Quarterly (EAQ) internal editorial team took a critical look at the publication record of our journal with respect to epistemological plurality over the past 10 years. Our goal was to identify international publication trends and highlight how pluralized the research frames are within EAQ. Data overwhelmingly show that EAQ is a largely U.S.-centric publication, even when the topics explored touch on critical or epistemological concerns. The implications of these findings are discussed.
{"title":"Toward Decolonizing Our Scholarship and Discourses: Lessons From the Special Issue on Decoloniality for EAQ","authors":"T. Bainazarov, Alounso A. Gilzene, Taeyeon Kim, Gerardo R. López, Lawrence Louis, Soon-young Oh, Emma K. Taylor","doi":"10.1177/0013161X221136729","DOIUrl":"https://doi.org/10.1177/0013161X221136729","url":null,"abstract":"Members of the Educational Administration Quarterly (EAQ) internal editorial team took a critical look at the publication record of our journal with respect to epistemological plurality over the past 10 years. Our goal was to identify international publication trends and highlight how pluralized the research frames are within EAQ. Data overwhelmingly show that EAQ is a largely U.S.-centric publication, even when the topics explored touch on critical or epistemological concerns. The implications of these findings are discussed.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"810 - 829"},"PeriodicalIF":3.3,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47940575","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 : 2022-11-08DOI: 10.1177/0013161X221137047
Anna Moyer, Ellen B. Goldring
Purpose: We examine the extent to which assistant principals’ time spent in different leadership roles (instructional leadership, student affairs, and school management) is associated with their perceptions of the evaluation system. We focus on this outcome because individuals are more likely to engage with evaluation feedback if they have positive perceptions of their evaluations. Research Method: We use survey data from assistant principals in Tennessee, where assistant principals are evaluated using a state-wide leadership evaluation system. We use regression analysis to determine the relationship between assistant principals’ roles and their perceptions of this evaluation system. Findings: On average, assistant principals in our sample spend 29% of their time on instructional leadership, 46% of their time on student affairs, and 25% of their time on school management. Those that spend more time on instructional leadership have more positive perceptions of the evaluation system. Perceptions of the evaluation system are also related to previous evaluation scores, the principal–assistant principal relationship, and novice assistant principal status. Implications: Our work raises important questions about the potential misalignment between assistant principals’ roles and their evaluations. This misalignment has potential implications for assistant principals’ development and career advancement. States and districts might consider if assistant principals’ evaluation systems are well-aligned with assistant principals’ roles and developmental needs. Further research is needed on the topic of assistant principals' evaluation systems.
{"title":"Match or Mismatch? Assistant Principals’ Roles and Their Perceptions of the Evaluation System","authors":"Anna Moyer, Ellen B. Goldring","doi":"10.1177/0013161X221137047","DOIUrl":"https://doi.org/10.1177/0013161X221137047","url":null,"abstract":"Purpose: We examine the extent to which assistant principals’ time spent in different leadership roles (instructional leadership, student affairs, and school management) is associated with their perceptions of the evaluation system. We focus on this outcome because individuals are more likely to engage with evaluation feedback if they have positive perceptions of their evaluations. Research Method: We use survey data from assistant principals in Tennessee, where assistant principals are evaluated using a state-wide leadership evaluation system. We use regression analysis to determine the relationship between assistant principals’ roles and their perceptions of this evaluation system. Findings: On average, assistant principals in our sample spend 29% of their time on instructional leadership, 46% of their time on student affairs, and 25% of their time on school management. Those that spend more time on instructional leadership have more positive perceptions of the evaluation system. Perceptions of the evaluation system are also related to previous evaluation scores, the principal–assistant principal relationship, and novice assistant principal status. Implications: Our work raises important questions about the potential misalignment between assistant principals’ roles and their evaluations. This misalignment has potential implications for assistant principals’ development and career advancement. States and districts might consider if assistant principals’ evaluation systems are well-aligned with assistant principals’ roles and developmental needs. Further research is needed on the topic of assistant principals' evaluation systems.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"40 - 71"},"PeriodicalIF":3.3,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41622609","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 : 2022-10-26DOI: 10.1177/0013161X221132837
Fei Wang, Katina Pollock, Cameron Hauseman
Emotion is central to principals’ daily operation of schools. As principals’ work is intensifying, principals are increasingly encountering emotionally charged situations on a daily basis. This article uses data from a large provincial survey to explore what time demand factors contribute to these emotionally draining situations that principals are experiencing in the context of work intensification. An ordinal logit regression that is commonly employed for the analysis of ordinal categorical data was used for data analysis. The findings reveal that the time demands, such as the fast work pace, long work hours and lack of time, all work in concert to increase the likelihood of emotionally draining situations among school principals. As principals try to manage emotional situations, these contributing factors are far beyond their control. The unmanageable time demands can leave principals feeling frustrated and vulnerable and evoke negative emotions that adversely impact their own well-being as well as their schools.
{"title":"Time Demands and Emotionally Draining Situations Amid Work Intensification of School Principals","authors":"Fei Wang, Katina Pollock, Cameron Hauseman","doi":"10.1177/0013161X221132837","DOIUrl":"https://doi.org/10.1177/0013161X221132837","url":null,"abstract":"Emotion is central to principals’ daily operation of schools. As principals’ work is intensifying, principals are increasingly encountering emotionally charged situations on a daily basis. This article uses data from a large provincial survey to explore what time demand factors contribute to these emotionally draining situations that principals are experiencing in the context of work intensification. An ordinal logit regression that is commonly employed for the analysis of ordinal categorical data was used for data analysis. The findings reveal that the time demands, such as the fast work pace, long work hours and lack of time, all work in concert to increase the likelihood of emotionally draining situations among school principals. As principals try to manage emotional situations, these contributing factors are far beyond their control. The unmanageable time demands can leave principals feeling frustrated and vulnerable and evoke negative emotions that adversely impact their own well-being as well as their schools.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"112 - 142"},"PeriodicalIF":3.3,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47553339","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 : 2022-10-01DOI: 10.1177/0013161X221081828
Laura K. Rogers
Background and Purpose: District school improvement efforts have increasingly focused on improving the quality of support principals receive from the central office. This study uses the theoretical lens of recoupling to examines efforts by one urban district in the midst of change to revise the role of principal supervisors. Analysis focuses on how district organizational structures and systems supported (or did not support) principal supervisors' work in the new role. Research Methods: This qualitative study draws upon semi-structured interview data from 31 principals, principal supervisors, and central office leaders. Data were analyzed using an iterative, multi-round coding process that identified emergent themes. Findings: District central office structures, systems, and roles shape principal supervisors' ability to effectively develop principal leadership. System-wide changes to support principal supervisors' new work appeared to be at odds with existing district context and structure, limiting their effectiveness. Additionally, three organizational barriers emerged that limited principal supervisors' ability to meet the new role expectations: misaligned central office expectations, overlapping responsibilities between supervisors and other central office administrators, and an incoherent district definition of instructional leadership. Implications: Findings provide guidance for districts seeking to build central office capacity for school support by highlighting the importance of implementing district-level structural supports and other system considerations in addition to changing administrator roles.
{"title":"Is Role Change Enough? District Organizational Supports for Principal Supervision","authors":"Laura K. Rogers","doi":"10.1177/0013161X221081828","DOIUrl":"https://doi.org/10.1177/0013161X221081828","url":null,"abstract":"Background and Purpose: District school improvement efforts have increasingly focused on improving the quality of support principals receive from the central office. This study uses the theoretical lens of recoupling to examines efforts by one urban district in the midst of change to revise the role of principal supervisors. Analysis focuses on how district organizational structures and systems supported (or did not support) principal supervisors' work in the new role. Research Methods: This qualitative study draws upon semi-structured interview data from 31 principals, principal supervisors, and central office leaders. Data were analyzed using an iterative, multi-round coding process that identified emergent themes. Findings: District central office structures, systems, and roles shape principal supervisors' ability to effectively develop principal leadership. System-wide changes to support principal supervisors' new work appeared to be at odds with existing district context and structure, limiting their effectiveness. Additionally, three organizational barriers emerged that limited principal supervisors' ability to meet the new role expectations: misaligned central office expectations, overlapping responsibilities between supervisors and other central office administrators, and an incoherent district definition of instructional leadership. Implications: Findings provide guidance for districts seeking to build central office capacity for school support by highlighting the importance of implementing district-level structural supports and other system considerations in addition to changing administrator roles.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"527 - 560"},"PeriodicalIF":3.3,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46364484","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 : 2022-06-21DOI: 10.1177/0013161X221107628
S. Patrick
Purpose: Collaborative workgroups can be particularly fruitful sites for teachers to learn and improve. Prior research has illustrated how teachers' engagement in collaboration differs across school contexts. However, this research offers little guidance for leaders hoping to encourage collaborative learning among teachers in their school. Research Methods: Using survey and administrative data from teachers across Tennessee, this study examines the extent to which teachers in a large statewide sample (N = 9889) report engaging in collaborative learning opportunities and how these opportunities are distributed across and within schools. Using a series of multilevel models, I examine whether organizational conditions of schools influenced by school leaders are associated with the teacher-reported frequency and helpfulness of collaborative learning opportunities. Findings: I find significant variation in frequency across context (e.g., school level, geographic context, district size) and find that collaborative planning time consistently predicts how often teachers collaborate. Once accounting for frequency, teachers rate their collaboration as more helpful in schools with higher ratings of the professional climate/leadership and lower ratings of administrative oversight over collaboration. These relationships vary somewhat across contexts, with stronger negative relationships between oversight and helpfulness in schools with weak professional climates and large schools. Implications: Leaders should consider how to structure their schedules to allow for regular collaboration during the school day but should be cautious in mandating how teachers spend large portions of this collaborative time without shared decision-making with teachers.
{"title":"Organizing Schools for Collaborative Learning: School Leadership and Teachers’ Engagement in Collaboration","authors":"S. Patrick","doi":"10.1177/0013161X221107628","DOIUrl":"https://doi.org/10.1177/0013161X221107628","url":null,"abstract":"Purpose: Collaborative workgroups can be particularly fruitful sites for teachers to learn and improve. Prior research has illustrated how teachers' engagement in collaboration differs across school contexts. However, this research offers little guidance for leaders hoping to encourage collaborative learning among teachers in their school. Research Methods: Using survey and administrative data from teachers across Tennessee, this study examines the extent to which teachers in a large statewide sample (N = 9889) report engaging in collaborative learning opportunities and how these opportunities are distributed across and within schools. Using a series of multilevel models, I examine whether organizational conditions of schools influenced by school leaders are associated with the teacher-reported frequency and helpfulness of collaborative learning opportunities. Findings: I find significant variation in frequency across context (e.g., school level, geographic context, district size) and find that collaborative planning time consistently predicts how often teachers collaborate. Once accounting for frequency, teachers rate their collaboration as more helpful in schools with higher ratings of the professional climate/leadership and lower ratings of administrative oversight over collaboration. These relationships vary somewhat across contexts, with stronger negative relationships between oversight and helpfulness in schools with weak professional climates and large schools. Implications: Leaders should consider how to structure their schedules to allow for regular collaboration during the school day but should be cautious in mandating how teachers spend large portions of this collaborative time without shared decision-making with teachers.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"638 - 673"},"PeriodicalIF":3.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43003753","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 : 2022-06-12DOI: 10.1177/0013161X221106972
Sandra Leu Bonanno
Purpose: Building upon the positive findings from culturally sustaining pedagogical studies, this paper explores how culturally sustaining approaches might operate on an organizational level. Examined in the context of dual language bilingual education (DLBE), this paper proposes a conceptually and empirically-guided culturally and linguistically sustaining school leadership approach (CLSL) as one option for researchers and practitioners to reimagine schools to be more affirming and sustaining for Students of Color (SOC). Research Methods: This project employed a constant comparative analysis across case studies to describe and compare culturally and linguistically sustaining mindsets and practices of DLBE principals in the state of Utah ( Miles et al., 2014). Data collection involved participant methods and data analysis was completed through cycles of inductive and deductive qualitative coding. Findings and Implications: The study unveiled four leadership dimensions – cultivating critical consciousness for self and community, fostering a culturally and linguistically sustaining school climate, supporting culturally sustaining pedagogies, and enacting democratic structures—that operated in tandem to configure a culturally and linguistically sustaining school leadership. The themes bridge existing literature to define culturally sustaining tenets represented in the leadership role by describing ways principals reimagined schools to benefit SOC rather than solely responding to students’ identities and maintaining assimilative student outcomes.
目的:基于文化维持教学研究的积极发现，本文探讨了文化维持方法如何在组织层面上运作。在双语双语教育(DLBE)的背景下，本文提出了一种概念和经验指导的文化和语言可持续的学校领导方法(CLSL)，作为研究人员和从业者重新构想学校的一种选择，使学校对有色人种学生(SOC)更加肯定和可持续。研究方法:本项目采用跨案例研究的持续比较分析来描述和比较犹他州DLBE校长在文化和语言上的思维方式和实践(Miles et al.， 2014)。数据收集涉及参与者方法，数据分析通过归纳和演绎定性编码循环完成。研究结果和启示:该研究揭示了四个领导力维度——培养自我和社区的批判意识，培养文化和语言上可持续的学校氛围，支持文化上可持续的教学方法，制定民主结构——这四个维度协同作用，形成了文化和语言上可持续的学校领导力。这些主题连接了现有文献，通过描述校长如何重新构想学校以使SOC受益，而不是仅仅响应学生的身份并保持同化的学生成果，来定义领导角色所代表的文化维持原则。
{"title":"Examining the Foundations of Culturally and Linguistically Sustaining School Leadership: Towards a Democratic Project of Schooling in Dual Language Bilingual Education","authors":"Sandra Leu Bonanno","doi":"10.1177/0013161X221106972","DOIUrl":"https://doi.org/10.1177/0013161X221106972","url":null,"abstract":"Purpose: Building upon the positive findings from culturally sustaining pedagogical studies, this paper explores how culturally sustaining approaches might operate on an organizational level. Examined in the context of dual language bilingual education (DLBE), this paper proposes a conceptually and empirically-guided culturally and linguistically sustaining school leadership approach (CLSL) as one option for researchers and practitioners to reimagine schools to be more affirming and sustaining for Students of Color (SOC). Research Methods: This project employed a constant comparative analysis across case studies to describe and compare culturally and linguistically sustaining mindsets and practices of DLBE principals in the state of Utah ( Miles et al., 2014). Data collection involved participant methods and data analysis was completed through cycles of inductive and deductive qualitative coding. Findings and Implications: The study unveiled four leadership dimensions – cultivating critical consciousness for self and community, fostering a culturally and linguistically sustaining school climate, supporting culturally sustaining pedagogies, and enacting democratic structures—that operated in tandem to configure a culturally and linguistically sustaining school leadership. The themes bridge existing literature to define culturally sustaining tenets represented in the leadership role by describing ways principals reimagined schools to benefit SOC rather than solely responding to students’ identities and maintaining assimilative student outcomes.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"72 - 111"},"PeriodicalIF":3.3,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45310780","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 : 2022-04-27DOI: 10.1177/0013161X221098072
Renée Rinehart Kathawalla, Jal Mehta
Purpose: Existing research on loosely coupled educational systems has largely ignored the social and affective dimensions of such systems. Drawing on literature from organizational behavior, this study examines how “human” factors, including role identity dynamics, power dynamics, and stereotyping, shape the implementation of state-led education reforms. Research Method/Approach: This study draws on interviews and focus groups with 77 actors from different organizational levels in two states and uses a grounded theory analytical approach. Findings: Our findings indicate that stereotyping is ubiquitous across contexts, that the way actors stereotype and perceive each other depends on their positions in the system, and that stereotypes of higher ups often persist even as higher ups are aware of them and try unsuccessfully to mitigate them. We theorize about the reasons for these outcomes and their consequences for efforts at systemic change. Implications for Research and Practice: This study underscores the importance of social and emotional factors in education reform efforts, which have been under-theorized to this point. It demonstrates that reforms could be more successful when higher ups and lower downs have more frequent and meaningful interactions, which facilitate opportunities to break down social and emotional barriers to successful implementation.
{"title":"Humans in Hierarchies: Intergroup Relations in Education Reform","authors":"Renée Rinehart Kathawalla, Jal Mehta","doi":"10.1177/0013161X221098072","DOIUrl":"https://doi.org/10.1177/0013161X221098072","url":null,"abstract":"Purpose: Existing research on loosely coupled educational systems has largely ignored the social and affective dimensions of such systems. Drawing on literature from organizational behavior, this study examines how “human” factors, including role identity dynamics, power dynamics, and stereotyping, shape the implementation of state-led education reforms. Research Method/Approach: This study draws on interviews and focus groups with 77 actors from different organizational levels in two states and uses a grounded theory analytical approach. Findings: Our findings indicate that stereotyping is ubiquitous across contexts, that the way actors stereotype and perceive each other depends on their positions in the system, and that stereotypes of higher ups often persist even as higher ups are aware of them and try unsuccessfully to mitigate them. We theorize about the reasons for these outcomes and their consequences for efforts at systemic change. Implications for Research and Practice: This study underscores the importance of social and emotional factors in education reform efforts, which have been under-theorized to this point. It demonstrates that reforms could be more successful when higher ups and lower downs have more frequent and meaningful interactions, which facilitate opportunities to break down social and emotional barriers to successful implementation.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"597 - 637"},"PeriodicalIF":3.3,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42018645","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 : 2022-03-02DOI: 10.1177/0013161X221081855
Victor G. Hugg, Michael D. Siciliano, A. Daly
Purpose: School leaders rely on a number of collaborative policy tools to address fiscal and governance issues. While prior research has examined the dynamics and implications of research-practice and public-private partnerships, this study addresses a third form of collaboration: interdistrict cooperative agreements. Method: We develop a unique data set to study the formation of interdistrict agreements formed among 333 public school districts in the state of Iowa from 2008 through 2017. Aimed at reducing costs and improving student outcomes, these agreements collectively reflect an intergovernmental network that develops through predominantly bilateral agreements. We examine the factors and mechanisms that can facilitate and hinder interdistrict collaboration through a stochastic actor-oriented model for analyzing panels of network observations. Findings: We find both transitivity and popularity to be positively associated with the inclination to form cooperative relationships. Further, school districts are more likely to collaborate with districts that have a: (1) greater number of enrolled students; (2) smaller percentage of students that receive free or reduced-price lunch; (3) higher student-to-teacher ratio; and (4) lower average teacher salary. Propinquity and homophily effects are present as well: between any two given school districts, the likelihood of collaboration improves as geographical distance and the absolute difference in district-level measures decreases. Implications: Understanding the antecedents of education network formation enables examinations of how network characteristics can reduce the cost of providing education or improve student outcomes.
{"title":"Public School District Characteristics and the Formation of Longitudinal Interdistrict Collaboration Networks","authors":"Victor G. Hugg, Michael D. Siciliano, A. Daly","doi":"10.1177/0013161X221081855","DOIUrl":"https://doi.org/10.1177/0013161X221081855","url":null,"abstract":"Purpose: School leaders rely on a number of collaborative policy tools to address fiscal and governance issues. While prior research has examined the dynamics and implications of research-practice and public-private partnerships, this study addresses a third form of collaboration: interdistrict cooperative agreements. Method: We develop a unique data set to study the formation of interdistrict agreements formed among 333 public school districts in the state of Iowa from 2008 through 2017. Aimed at reducing costs and improving student outcomes, these agreements collectively reflect an intergovernmental network that develops through predominantly bilateral agreements. We examine the factors and mechanisms that can facilitate and hinder interdistrict collaboration through a stochastic actor-oriented model for analyzing panels of network observations. Findings: We find both transitivity and popularity to be positively associated with the inclination to form cooperative relationships. Further, school districts are more likely to collaborate with districts that have a: (1) greater number of enrolled students; (2) smaller percentage of students that receive free or reduced-price lunch; (3) higher student-to-teacher ratio; and (4) lower average teacher salary. Propinquity and homophily effects are present as well: between any two given school districts, the likelihood of collaboration improves as geographical distance and the absolute difference in district-level measures decreases. Implications: Understanding the antecedents of education network formation enables examinations of how network characteristics can reduce the cost of providing education or improve student outcomes.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"561 - 596"},"PeriodicalIF":3.3,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42920152","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 : 2022-02-14DOI: 10.1177/0013161X221080374
Taeyeon Kim, J. Weiner
Purpose: This study builds on research scrutinizing school autonomy in policy and school governance by shifting the focus from a formal structural view of autonomy to examining how principals negotiate autonomy in their daily work. Drawing on multiple dimensions of autonomy and street-level bureaucracy, this study examined how principals, as both professionals and bureaucrats, work to expand and strategize their autonomy in practice. Research Methods/Approach: We used portraiture to document and interpret the experience and perspectives of three principals at urban, suburban, and rural PK-12 traditional public schools in the Midwest of US during the 2018–2019 school year. Findings: Principals faced a “bounded” or “partial” autonomy in which they had to constantly negotiate their individual autonomy (e.g., how they spent their time on any given day) with institutional autonomy (e.g., the demands of the role via external expectations). The findings show the ways participants utilized institutional autonomy to support individual autonomy and dealt with the boundaries of their autonomy. While these strategies gave them a bit more “control” over decision-making, they also often resulted in overwork and/or conflict with district priorities. Implications for Research and Practice: Detailed portraits offer key insights for rethinking school autonomy with multiple dimensions intersected in leadership practice. Findings yield knowledge regarding how to best support districts and school leaders in creating greater alignment between institutional and individual demands, thus increasing the likelihood that autonomy, as an improvement strategy, can be effective.
{"title":"Negotiating Incomplete Autonomy: Portraits from Three School Principals","authors":"Taeyeon Kim, J. Weiner","doi":"10.1177/0013161X221080374","DOIUrl":"https://doi.org/10.1177/0013161X221080374","url":null,"abstract":"Purpose: This study builds on research scrutinizing school autonomy in policy and school governance by shifting the focus from a formal structural view of autonomy to examining how principals negotiate autonomy in their daily work. Drawing on multiple dimensions of autonomy and street-level bureaucracy, this study examined how principals, as both professionals and bureaucrats, work to expand and strategize their autonomy in practice. Research Methods/Approach: We used portraiture to document and interpret the experience and perspectives of three principals at urban, suburban, and rural PK-12 traditional public schools in the Midwest of US during the 2018–2019 school year. Findings: Principals faced a “bounded” or “partial” autonomy in which they had to constantly negotiate their individual autonomy (e.g., how they spent their time on any given day) with institutional autonomy (e.g., the demands of the role via external expectations). The findings show the ways participants utilized institutional autonomy to support individual autonomy and dealt with the boundaries of their autonomy. While these strategies gave them a bit more “control” over decision-making, they also often resulted in overwork and/or conflict with district priorities. Implications for Research and Practice: Detailed portraits offer key insights for rethinking school autonomy with multiple dimensions intersected in leadership practice. Findings yield knowledge regarding how to best support districts and school leaders in creating greater alignment between institutional and individual demands, thus increasing the likelihood that autonomy, as an improvement strategy, can be effective.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"487 - 521"},"PeriodicalIF":3.3,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43108489","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 : 2022-01-28DOI: 10.1177/0013161X211068415
S. Jang, N. Alexander
Purpose: This study aims to provide quantitative knowledge concerning the leadership of Black women principals in American secondary schools. We examined (1) the demographic composition of the schools in which Black women principals serve, (2) these principals’ instructional leadership behaviors, (3) the collective responsibility among teachers in those schools, and (4) the association between their interacting identities and the math achievement scores of the 9th graders at the schools they led. Research Design and Methods: We used a critical quantitative intersectionality framework along with the base-year data from the High School Longitudinal Studies 2009 provided by the National Center for Education Statistics. Multiple regression analysis and linear mixed-effect modeling were used to examine how the convergence of principals’ race or ethnicity and gender is associated with the variables of interest. Findings: The results showed that on average, Black principals served schools with relatively higher percentages of students who were eligible for free or reduced-cost lunch and relatively higher percentages of students of color. We found that Black women principals were associated with a higher level of teachers’ collective responsibility as perceived by teachers and higher math achievement scores among students. There was a positive association between the principals’ instructional leadership behaviors perceived by teachers and female principals. Implications for Research and Practice: The importance of understanding the multiplicative influences of race or ethnicity and gender in research and principal preparation programs are discussed. We suggest that policymakers prepare intersectionality-informed policy interventions that specifically support leadership by Black women principals.
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