Pub Date : 2023-12-30DOI: 10.1177/19427751231215776
Danielle Mastrogiovanni, Alexandra Freidus
This study investigates what equity-focused school superintendents know and believe about culturally relevant pedagogy and how their leadership practices align with the tenets of culturally responsive leadership. We interviewed a diverse sample of 23 New Jersey district leaders who self-identified or were identified by others as equity oriented. Participant responses revealed an incomplete understanding of culturally relevant frameworks, although their practices often reflected the underlying principles of culturally responsive school leadership. Our findings demonstrate the need for leadership preparation programs to focus on both how and why culturally relevant education can be put into practice.
{"title":"“Deeper Than a Lesson”: New Jersey School Superintendents’ Approaches to Culturally Relevant Education","authors":"Danielle Mastrogiovanni, Alexandra Freidus","doi":"10.1177/19427751231215776","DOIUrl":"https://doi.org/10.1177/19427751231215776","url":null,"abstract":"This study investigates what equity-focused school superintendents know and believe about culturally relevant pedagogy and how their leadership practices align with the tenets of culturally responsive leadership. We interviewed a diverse sample of 23 New Jersey district leaders who self-identified or were identified by others as equity oriented. Participant responses revealed an incomplete understanding of culturally relevant frameworks, although their practices often reflected the underlying principles of culturally responsive school leadership. Our findings demonstrate the need for leadership preparation programs to focus on both how and why culturally relevant education can be put into practice.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" 5","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-29DOI: 10.1177/19427751231213096
Henry Tran, David Buckman, S. Gause, Emma Reabold, Rinice Sauls
This study leverages the theories of racialized and gendered organizations as frameworks to examine a Southeastern school district’s aspiring leadership program and hiring practices to determine the extent to which they produce and reproduce gender and race-based norms that promote workplace exclusion for women and people of color interested in the school principalship. Data were obtained from interviews with district administrators, school administrators, and teachers ( n = 12). Findings provide support that the district operates in a manner consistent with a racialized and gendered organization. Results are discussed, and implications for improvement are provided.
{"title":"Systemic Barriers in District Principal Development and Hiring Practices for Women and People of Color in the Principalship","authors":"Henry Tran, David Buckman, S. Gause, Emma Reabold, Rinice Sauls","doi":"10.1177/19427751231213096","DOIUrl":"https://doi.org/10.1177/19427751231213096","url":null,"abstract":"This study leverages the theories of racialized and gendered organizations as frameworks to examine a Southeastern school district’s aspiring leadership program and hiring practices to determine the extent to which they produce and reproduce gender and race-based norms that promote workplace exclusion for women and people of color interested in the school principalship. Data were obtained from interviews with district administrators, school administrators, and teachers ( n = 12). Findings provide support that the district operates in a manner consistent with a racialized and gendered organization. Results are discussed, and implications for improvement are provided.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"2 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139213178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1177/19427751231200161
Janni Alho, Eija Hanhimäki, Sirpa Eskelä-Haapanen
This study, conducted within a Finnish teacher education program, examined student teachers’ perceptions of their skills development in a study group intervention designed to enhance their teacher leadership. Data were collected via semi-structured focus group interviews with the student teachers ( n = 15) and examined using qualitative content analysis. Katzenmeyer and Moller’s leadership development for teachers model was utilized as the theoretical framework. The results indicate that through collaboration, the student teachers developed leadership skills, especially in personal assessment and influencing strategies, but need more support to be able to better recognize these skills as leadership skills.
{"title":"Finnish Student Teachers’ Perceptions of Their Leadership Development in a Study Group Intervention to Enhance Their Teacher Leadership","authors":"Janni Alho, Eija Hanhimäki, Sirpa Eskelä-Haapanen","doi":"10.1177/19427751231200161","DOIUrl":"https://doi.org/10.1177/19427751231200161","url":null,"abstract":"This study, conducted within a Finnish teacher education program, examined student teachers’ perceptions of their skills development in a study group intervention designed to enhance their teacher leadership. Data were collected via semi-structured focus group interviews with the student teachers ( n = 15) and examined using qualitative content analysis. Katzenmeyer and Moller’s leadership development for teachers model was utilized as the theoretical framework. The results indicate that through collaboration, the student teachers developed leadership skills, especially in personal assessment and influencing strategies, but need more support to be able to better recognize these skills as leadership skills.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136313531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-11DOI: 10.1177/19427751231192668
Virginia Snodgrass Rangel, Keith Butcher
This paper investigated principal interns’ leadership work during the COVID-19 pandemic in Texas. We used data from one-on-one semistructured interviews to document the experiences of 21 principal candidates in spring 2021 through spring 2022. Participants’ leadership work changed in four ways during the pandemic: striving, intensifying, expanding, and limiting. We also found that the changes that participants reported varied across the three semesters we studied. Our findings highlight how the pandemic, in some cases, the pandemic created new opportunities for interns, while in other cases, it led to an intensification or limiting of work that narrowed interns’ leadership work.
{"title":"The Effect of the COVID-19 Pandemic on the Internship Experiences of Principal Candidates in Texas","authors":"Virginia Snodgrass Rangel, Keith Butcher","doi":"10.1177/19427751231192668","DOIUrl":"https://doi.org/10.1177/19427751231192668","url":null,"abstract":"This paper investigated principal interns’ leadership work during the COVID-19 pandemic in Texas. We used data from one-on-one semistructured interviews to document the experiences of 21 principal candidates in spring 2021 through spring 2022. Participants’ leadership work changed in four ways during the pandemic: striving, intensifying, expanding, and limiting. We also found that the changes that participants reported varied across the three semesters we studied. Our findings highlight how the pandemic, in some cases, the pandemic created new opportunities for interns, while in other cases, it led to an intensification or limiting of work that narrowed interns’ leadership work.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44367666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-29DOI: 10.1177/19427751231188388
R. Fenech, Ayesha Abdulla, Adel Zairi, Katrina Kinsella, Anamika Misra
Higher education institutions have a key role in forming the specialists of the future. In fulfilling their role there is need for transformational leadership, culture of excellence, and academic leadership development. The purpose of this study is to investigate the link between transformational leadership, shaping a culture of educational excellence, and leadership development, as perceived by tertiary education leaders in the UAE. The qualitative approach is of focus groups, using semi-structured questions, with leaders in academia. The main finding is that in the initial stages of an organization life cycle, leadership development precedes transformational leadership and a culture of excellence. In later stages, leadership development is a mediator of transformational leadership and a culture of excellence. In the mature stages of organization life cycle, the three elements engage in an ongoing spiral and synergistic process.
{"title":"Culture of Excellence in Academia in the UAE: A Model of Transformational Leadership and Leadership Development","authors":"R. Fenech, Ayesha Abdulla, Adel Zairi, Katrina Kinsella, Anamika Misra","doi":"10.1177/19427751231188388","DOIUrl":"https://doi.org/10.1177/19427751231188388","url":null,"abstract":"Higher education institutions have a key role in forming the specialists of the future. In fulfilling their role there is need for transformational leadership, culture of excellence, and academic leadership development. The purpose of this study is to investigate the link between transformational leadership, shaping a culture of educational excellence, and leadership development, as perceived by tertiary education leaders in the UAE. The qualitative approach is of focus groups, using semi-structured questions, with leaders in academia. The main finding is that in the initial stages of an organization life cycle, leadership development precedes transformational leadership and a culture of excellence. In later stages, leadership development is a mediator of transformational leadership and a culture of excellence. In the mature stages of organization life cycle, the three elements engage in an ongoing spiral and synergistic process.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43437728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-26DOI: 10.1177/19427751231176585
G. Dionne, Kaleb G. Patrick, Raymond W. Francis, Mark E. Deschaine, Katie Sloan
As the complex responsibilities of principals and teachers expand, the need for effective professional development (PD) is greater than ever. This quantitative study examines the PD needs of schools and the relationship between PK-12 and Institutions of Higher Education (IHEs), as perceived by principals, identifying areas for collaboration. Thirty-nine variables were analyzed using exploratory factor analysis, bivariate correlation analysis, and linear regression analysis. Findings reveal that principals report the potential of partnership benefits, between PK-12 and IHE’s for PD needs, as a predictor of all need variables ranging from improved communication with teachers to increased teacher proficiency in curriculum and instruction, disciplinary expertise in mathematics, whole child development, diversity, and technology. Furthermore, results provide evidence that schools have PD needs beyond academics and there is a potentially powerful role for IHEs to collaborate with PK-12 schools.
{"title":"Going to the Principal’s Office: Principal Perceptions and the Potential Alliance Between PK-12 Schools and Institutions of Higher Education to Meet Professional Development Needs","authors":"G. Dionne, Kaleb G. Patrick, Raymond W. Francis, Mark E. Deschaine, Katie Sloan","doi":"10.1177/19427751231176585","DOIUrl":"https://doi.org/10.1177/19427751231176585","url":null,"abstract":"As the complex responsibilities of principals and teachers expand, the need for effective professional development (PD) is greater than ever. This quantitative study examines the PD needs of schools and the relationship between PK-12 and Institutions of Higher Education (IHEs), as perceived by principals, identifying areas for collaboration. Thirty-nine variables were analyzed using exploratory factor analysis, bivariate correlation analysis, and linear regression analysis. Findings reveal that principals report the potential of partnership benefits, between PK-12 and IHE’s for PD needs, as a predictor of all need variables ranging from improved communication with teachers to increased teacher proficiency in curriculum and instruction, disciplinary expertise in mathematics, whole child development, diversity, and technology. Furthermore, results provide evidence that schools have PD needs beyond academics and there is a potentially powerful role for IHEs to collaborate with PK-12 schools.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42552049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-21DOI: 10.1177/19427751231181425
Chris Willis, Kristina N. LaVenia, Christy Galletta Horner
This study examines insights from Career and Technical Education (CTE) leaders that help to better inform the preparation of all school leaders. CTE leaders find themselves in the interesting position of being inside the PK-12 system but at the outside edge. This outsider within perspective not only gives CTE leaders a unique understanding of schools but also on the preparation of school leaders. These practitioners helped to identify three key areas of focus for leadership preparation: a new focus on college and career readiness, the importance of instructional leadership, and an expanded understanding of community.
{"title":"Wisdom of the Outsiders Within: How Career Technical Education Leaders Can Inform Educational Leadership Preparation","authors":"Chris Willis, Kristina N. LaVenia, Christy Galletta Horner","doi":"10.1177/19427751231181425","DOIUrl":"https://doi.org/10.1177/19427751231181425","url":null,"abstract":"This study examines insights from Career and Technical Education (CTE) leaders that help to better inform the preparation of all school leaders. CTE leaders find themselves in the interesting position of being inside the PK-12 system but at the outside edge. This outsider within perspective not only gives CTE leaders a unique understanding of schools but also on the preparation of school leaders. These practitioners helped to identify three key areas of focus for leadership preparation: a new focus on college and career readiness, the importance of instructional leadership, and an expanded understanding of community.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43857697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1177/19427751221076409
Darrius A. Stanley, Alounso A. Gilzene
Given the current, contested political climate, growing school-community inequities, and a renewed commitment to equity and justice in the National Education Leadership Preparation standards, aspiring educational leaders need practical approaches to leading school communities toward equitable outcomes. This conceptual article offers a comprehensive and practical approach for responsible community engagement for educational leaders. The authors outline a model that provides key examples of how contemporary educational leaders might begin: listening, engaging, advocating, and partnering with community-based assets to improve the outcomes of historically disenfranchised students. This scholarship concludes with implications for leadership preparation programs and aspiring educational leaders.
{"title":"Listening, Engaging, Advocating and Partnering (L.E.A.P): A Model for Responsible Community Engagement for Educational Leaders","authors":"Darrius A. Stanley, Alounso A. Gilzene","doi":"10.1177/19427751221076409","DOIUrl":"https://doi.org/10.1177/19427751221076409","url":null,"abstract":"Given the current, contested political climate, growing school-community inequities, and a renewed commitment to equity and justice in the National Education Leadership Preparation standards, aspiring educational leaders need practical approaches to leading school communities toward equitable outcomes. This conceptual article offers a comprehensive and practical approach for responsible community engagement for educational leaders. The authors outline a model that provides key examples of how contemporary educational leaders might begin: listening, engaging, advocating, and partnering with community-based assets to improve the outcomes of historically disenfranchised students. This scholarship concludes with implications for leadership preparation programs and aspiring educational leaders.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"253 - 276"},"PeriodicalIF":0.8,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45854728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1177/19427751231179244
A. Phillips, Michael Teahon, Chelsea Feusner, Elizabeth Ericson
This qualitative study explores the early implementation of a university school leadership preparation program and school district collaborative effort to develop school leaders and sustain leadership capacity in nine rural school districts. Emerging findings drawn from survey, focus-group, and participant observation data include (a) the development of a strong leadership network of professional relationships that included peers and district mentors, (b) a sense of individual leadership growth and targeted professional development preparing participants for their next leadership role, and (c) an emerging statewide rural school leadership development network.
{"title":"Preparing School Leaders and Developing Rural Leadership Capacity: A Collaborative Effort on the Great Plains","authors":"A. Phillips, Michael Teahon, Chelsea Feusner, Elizabeth Ericson","doi":"10.1177/19427751231179244","DOIUrl":"https://doi.org/10.1177/19427751231179244","url":null,"abstract":"This qualitative study explores the early implementation of a university school leadership preparation program and school district collaborative effort to develop school leaders and sustain leadership capacity in nine rural school districts. Emerging findings drawn from survey, focus-group, and participant observation data include (a) the development of a strong leadership network of professional relationships that included peers and district mentors, (b) a sense of individual leadership growth and targeted professional development preparing participants for their next leadership role, and (c) an emerging statewide rural school leadership development network.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43777995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-24DOI: 10.1177/19427751231175926
Ashley D. Domínguez, Carlos R. Casanova
Latinx youth exhibit educational leadership and possess unique insight into experiences of youth of color in K-12 schooling. Yet, adultism hinders authentic youth participation in educational decision making. In this study we address the following question: What types of behavior do K-12 school leaders demonstrate in response to Latinx youths’ experiences of racism? We share the story of a structured interaction, guided by social justice and forum theater, facilitated by Latinx youth to adult school leaders. We present our findings via the school leader lotería typology model and discuss the spectrum of adult educator behavior in response to youth voice.
{"title":"School Leader Lotería: How School Educators Respond to Latinx Student Performances of (Their) Lived Experiences With Racism in School","authors":"Ashley D. Domínguez, Carlos R. Casanova","doi":"10.1177/19427751231175926","DOIUrl":"https://doi.org/10.1177/19427751231175926","url":null,"abstract":"Latinx youth exhibit educational leadership and possess unique insight into experiences of youth of color in K-12 schooling. Yet, adultism hinders authentic youth participation in educational decision making. In this study we address the following question: What types of behavior do K-12 school leaders demonstrate in response to Latinx youths’ experiences of racism? We share the story of a structured interaction, guided by social justice and forum theater, facilitated by Latinx youth to adult school leaders. We present our findings via the school leader lotería typology model and discuss the spectrum of adult educator behavior in response to youth voice.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41626441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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