Pub Date : 2022-11-10DOI: 10.1177/19427751221133407
Isela Peña, Rodolfo Rincones, K. C. Canaba
This study examines how two autonomous organizations collaborate toward preparing school principals. Studies exploring the early phases of partnership creation are missing from the current literature. As universities continue to partner with school districts to prepare principals, understanding the early development process is important. This study focuses on the beginnings of a university school district partnership using Gajda’s five principles of collaboration and Kezar’s Stage Model for Collaboration. Findings suggest that while the collaboration successfully enrolled students, challenges in the collaboration’s initial phase impede a smooth transition from partnership planning to implementation.
{"title":"Forging Partnerships: Preparing School Leaders in Complex Environments","authors":"Isela Peña, Rodolfo Rincones, K. C. Canaba","doi":"10.1177/19427751221133407","DOIUrl":"https://doi.org/10.1177/19427751221133407","url":null,"abstract":"This study examines how two autonomous organizations collaborate toward preparing school principals. Studies exploring the early phases of partnership creation are missing from the current literature. As universities continue to partner with school districts to prepare principals, understanding the early development process is important. This study focuses on the beginnings of a university school district partnership using Gajda’s five principles of collaboration and Kezar’s Stage Model for Collaboration. Findings suggest that while the collaboration successfully enrolled students, challenges in the collaboration’s initial phase impede a smooth transition from partnership planning to implementation.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45324297","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 : 2022-10-07DOI: 10.1177/19427751221127052
Regina J. Giraldo‐García, Luis E. Orozco
This study used a mixed-methods explanatory design and Mezirow’s transformative learning theory to explore the experiences of new school principals in a professional development leadership program and its influence on their self-efficacy as leaders in a Midwestern urban K-12 school district. Surveys, semi-structured interviews, reflection notes, and analytical memos were used as data sources. Key findings included (a) transformation in perceived self-efficacy resulting from program participation and (b) engagement in critical reflection on their role as school leaders. The findings suggested that new principals need support following the leadership training and more research on their experiences after assuming leadership roles.
{"title":"New School Principals’ Training Experiences and Transition to Leadership Roles in Urban Education: A Mixed-Methods Approach","authors":"Regina J. Giraldo‐García, Luis E. Orozco","doi":"10.1177/19427751221127052","DOIUrl":"https://doi.org/10.1177/19427751221127052","url":null,"abstract":"This study used a mixed-methods explanatory design and Mezirow’s transformative learning theory to explore the experiences of new school principals in a professional development leadership program and its influence on their self-efficacy as leaders in a Midwestern urban K-12 school district. Surveys, semi-structured interviews, reflection notes, and analytical memos were used as data sources. Key findings included (a) transformation in perceived self-efficacy resulting from program participation and (b) engagement in critical reflection on their role as school leaders. The findings suggested that new principals need support following the leadership training and more research on their experiences after assuming leadership roles.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44328335","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 : 2022-09-22DOI: 10.1177/19427751221125257
Nicole C. Ralston, Rebecca Smith
The purpose of this mixed methods study was to investigate the experiences of practitioner-scholars as they conducted their dissertations amidst the COVID-19 pandemic; the methodology utilized surveys at four time points across a 1-year span. Findings indicated increased impacts as the pandemic progressed, as well as both negative and positive pandemic impacts related to flow, as measured by the Work-Related Flow Inventory (WOLF). These impacts largely depended on the doctoral students’ personal and work life situations, indicating a need for doctoral programs to provide individualized support as students progress through their dissertation journeys, particularly during times of crisis.
{"title":"The Pandemic as a Soundtrack for the Dissertation Journey: Obtaining Flow During Unprecedented Times","authors":"Nicole C. Ralston, Rebecca Smith","doi":"10.1177/19427751221125257","DOIUrl":"https://doi.org/10.1177/19427751221125257","url":null,"abstract":"The purpose of this mixed methods study was to investigate the experiences of practitioner-scholars as they conducted their dissertations amidst the COVID-19 pandemic; the methodology utilized surveys at four time points across a 1-year span. Findings indicated increased impacts as the pandemic progressed, as well as both negative and positive pandemic impacts related to flow, as measured by the Work-Related Flow Inventory (WOLF). These impacts largely depended on the doctoral students’ personal and work life situations, indicating a need for doctoral programs to provide individualized support as students progress through their dissertation journeys, particularly during times of crisis.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498020","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 : 2022-08-26DOI: 10.1177/19427751221118952
Lauren P. Bailes, Seher Ahmad, Michael Saylor, Meaghan N. Vitale
This study investigated whether principals in high-needs schools reported different perceptions of a PSEL-based principal evaluation system than did principals in non high-needs schools. We employed a sequential mixed-methods approach in which semi-structured interviews followed an initial survey administration. High-needs and non high-needs principals reported statistically significantly different perceptions of the state’s evaluation system. We find that principals perceive wide variation in the resources allocated to their schools as well as the use of the performance rubric to measure their effectiveness. Additionally, principals identified principal supervisors as a major lever in the perceived fairness and flexibility of the evaluation system.
{"title":"Quality or Control: High-Needs Principals’ Perceptions of a PSEL-Based Evaluation System","authors":"Lauren P. Bailes, Seher Ahmad, Michael Saylor, Meaghan N. Vitale","doi":"10.1177/19427751221118952","DOIUrl":"https://doi.org/10.1177/19427751221118952","url":null,"abstract":"This study investigated whether principals in high-needs schools reported different perceptions of a PSEL-based principal evaluation system than did principals in non high-needs schools. We employed a sequential mixed-methods approach in which semi-structured interviews followed an initial survey administration. High-needs and non high-needs principals reported statistically significantly different perceptions of the state’s evaluation system. We find that principals perceive wide variation in the resources allocated to their schools as well as the use of the performance rubric to measure their effectiveness. Additionally, principals identified principal supervisors as a major lever in the perceived fairness and flexibility of the evaluation system.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47628817","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 : 2022-08-12DOI: 10.1177/19427751221118951
Sequetta F. Sweet
This qualitative study used guided critical reflection as a pedagogical strategy to explore transformative learning and leadership development of students in a leadership doctoral program. In written reflections after a weekend of classes, students ( N = 19) reflected using carefully constructed questions to focus their thinking. The reflections were analyzed through the lens of transformative learning theory. Students noted increased self-awareness, questioned their assumptions/beliefs, experienced shifts in their mindsets, and were moved to action/proposals for action. Guided critical reflection, then, is presented as a viable learning strategy for leadership development. The transformative learning process aligns with the critical reflection process.
{"title":"Using Guided Critical Reflection to Discover Deepened and Transformative Learning in Leadership Education","authors":"Sequetta F. Sweet","doi":"10.1177/19427751221118951","DOIUrl":"https://doi.org/10.1177/19427751221118951","url":null,"abstract":"This qualitative study used guided critical reflection as a pedagogical strategy to explore transformative learning and leadership development of students in a leadership doctoral program. In written reflections after a weekend of classes, students ( N = 19) reflected using carefully constructed questions to focus their thinking. The reflections were analyzed through the lens of transformative learning theory. Students noted increased self-awareness, questioned their assumptions/beliefs, experienced shifts in their mindsets, and were moved to action/proposals for action. Guided critical reflection, then, is presented as a viable learning strategy for leadership development. The transformative learning process aligns with the critical reflection process.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45859677","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 : 2022-07-26DOI: 10.1177/19427751221110888
D. L. Ross
The purpose of this phenomenological case study was to explore the characteristics of the principal of a successful, high-performing, high-poverty elementary school. Researcher observations and interview data indicated that the principal of one high-poverty, high-performing elementary school in a large suburban school district engaged in moral and adaptive leadership. Findings further indicated that teachers and staff had observed the principal practicing engagement and presence in the school and in the school’s community to achieve an orderly environment characterized by effective instruction. Implications of the findings are presented to offer guidance to principals who serve in high-poverty schools.
{"title":"Purpose, Preparation, and Perseverance: A Phenomenological Case Study for a Principal Efficacy Framework in High-Performing, High-Poverty Elementary Schools","authors":"D. L. Ross","doi":"10.1177/19427751221110888","DOIUrl":"https://doi.org/10.1177/19427751221110888","url":null,"abstract":"The purpose of this phenomenological case study was to explore the characteristics of the principal of a successful, high-performing, high-poverty elementary school. Researcher observations and interview data indicated that the principal of one high-poverty, high-performing elementary school in a large suburban school district engaged in moral and adaptive leadership. Findings further indicated that teachers and staff had observed the principal practicing engagement and presence in the school and in the school’s community to achieve an orderly environment characterized by effective instruction. Implications of the findings are presented to offer guidance to principals who serve in high-poverty schools.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43341322","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 : 2022-07-22DOI: 10.1177/19427751221113368
Anna E. Hutchinson, Jill Schaefer, Weiqi Zhao, B. Criswell
This study investigates the identity development of teacher leaders in an, urban school district who participated in a Noyce Master Teaching Fellow, program. We identify tensions that arose from involvement in this, external community of practice (CoP) and changes in teacher leader, meanings and practices in their school CoPs. Qualitative key findings, indicate that as boundary crossers, (1) teacher leader activities surfaced, tensions between CoPs, promoting boundary competence, and (2), participation in an external CoP reshaped their identities, especially as, mentors. Implications include recognizing that external CoPs can support, learning mechanisms for addressing educational issues, for example, teacher, retention.
{"title":"Practice, Tensions, and Identity: Boundary Crossing and Identity Development in Urban Teacher Leaders","authors":"Anna E. Hutchinson, Jill Schaefer, Weiqi Zhao, B. Criswell","doi":"10.1177/19427751221113368","DOIUrl":"https://doi.org/10.1177/19427751221113368","url":null,"abstract":"This study investigates the identity development of teacher leaders in an, urban school district who participated in a Noyce Master Teaching Fellow, program. We identify tensions that arose from involvement in this, external community of practice (CoP) and changes in teacher leader, meanings and practices in their school CoPs. Qualitative key findings, indicate that as boundary crossers, (1) teacher leader activities surfaced, tensions between CoPs, promoting boundary competence, and (2), participation in an external CoP reshaped their identities, especially as, mentors. Implications include recognizing that external CoPs can support, learning mechanisms for addressing educational issues, for example, teacher, retention.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41455237","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 : 2022-05-13DOI: 10.1177/19427751221097988
Lei Mee Thien, Donnie Adams, S. H. Kho, Phooi Ling Yap
The applicability of leadership theories on leaders’ personal values in a non-Western context remains unclear. This study attempts to explore school leaders’ value-driven leadership practices in Malaysian primary schools. This study employed a qualitative approach using interviews with five school leaders from Malaysian national primary schools. Qualitative data analysis rendered a contextualization of servant-, authentic-, and ethical leadership attributes such as advocates positive discipline, tolerance to conflicts, humility and gentleness, building trust, empowerment, fairness and responsibility, joint decision-making, and rational problem solving. This study informs a better understanding of value-driven leadership practices to deal with challenging situations in schools.
{"title":"Exploring Value-driven Leadership: Perspectives From School Leaders","authors":"Lei Mee Thien, Donnie Adams, S. H. Kho, Phooi Ling Yap","doi":"10.1177/19427751221097988","DOIUrl":"https://doi.org/10.1177/19427751221097988","url":null,"abstract":"The applicability of leadership theories on leaders’ personal values in a non-Western context remains unclear. This study attempts to explore school leaders’ value-driven leadership practices in Malaysian primary schools. This study employed a qualitative approach using interviews with five school leaders from Malaysian national primary schools. Qualitative data analysis rendered a contextualization of servant-, authentic-, and ethical leadership attributes such as advocates positive discipline, tolerance to conflicts, humility and gentleness, building trust, empowerment, fairness and responsibility, joint decision-making, and rational problem solving. This study informs a better understanding of value-driven leadership practices to deal with challenging situations in schools.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"534 - 551"},"PeriodicalIF":0.8,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48639160","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 : 2022-05-13DOI: 10.1177/19427751221097147
C. Mullen
This pedagogical case focuses on the online mentoring of educational leadership doctoral candidates in a protracted crisis. Relevant theories and problems of practice in doctoral education are reviewed. The COVID-19 Dyadic Online Mentoring Intervention was a faculty mentor’s dyadic mentoring initiative for guiding 19 mentees’ social justice-oriented dissertations. Beneficiaries’ responses spanning 2020 to 2021 indicated that effective academic mentoring, progress, and success resulted from 10 online strategies they identified. The research-based support strategies and six-step intervention suggest positive impacts with electronically delivered mentoring that is culturally responsive. Takeaways and possibilities for university leadership faculties, doctoral students, and institutions are included.
{"title":"Guiding Online Students in a Crisis: An Intervention for Mentoring Educational Leadership Doctoral Candidates","authors":"C. Mullen","doi":"10.1177/19427751221097147","DOIUrl":"https://doi.org/10.1177/19427751221097147","url":null,"abstract":"This pedagogical case focuses on the online mentoring of educational leadership doctoral candidates in a protracted crisis. Relevant theories and problems of practice in doctoral education are reviewed. The COVID-19 Dyadic Online Mentoring Intervention was a faculty mentor’s dyadic mentoring initiative for guiding 19 mentees’ social justice-oriented dissertations. Beneficiaries’ responses spanning 2020 to 2021 indicated that effective academic mentoring, progress, and success resulted from 10 online strategies they identified. The research-based support strategies and six-step intervention suggest positive impacts with electronically delivered mentoring that is culturally responsive. Takeaways and possibilities for university leadership faculties, doctoral students, and institutions are included.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"510 - 533"},"PeriodicalIF":0.8,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48723452","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 : 2022-05-04DOI: 10.1177/19427751221094865
Yongmei Ni, Andrea K. Rorrer, Jiangang Xia, D. Pounder, Michelle D. Young
Leadership preparation is essential in developing critical skills of effective school leaders. Educational leadership preparation programs vary greatly in terms of program features, it is important to identify which specific elements are likely associated with program quality. Using multiple years of Initiative for Systemic Program Improvement through Research in Educational Leadership (INSPIRE) data, this study analyzes the relationships between program features and graduates’ assessments of overall program quality. Our main finding is that multiple program features matter in quality preparation, including cohort model, face-to-face course delivery, field-based assessment, and strong district partnerships. Implications for policy and future research are discussed.
{"title":"Educational Leadership Preparation Program Features and Graduates’ Assessment of Program Quality","authors":"Yongmei Ni, Andrea K. Rorrer, Jiangang Xia, D. Pounder, Michelle D. Young","doi":"10.1177/19427751221094865","DOIUrl":"https://doi.org/10.1177/19427751221094865","url":null,"abstract":"Leadership preparation is essential in developing critical skills of effective school leaders. Educational leadership preparation programs vary greatly in terms of program features, it is important to identify which specific elements are likely associated with program quality. Using multiple years of Initiative for Systemic Program Improvement through Research in Educational Leadership (INSPIRE) data, this study analyzes the relationships between program features and graduates’ assessments of overall program quality. Our main finding is that multiple program features matter in quality preparation, including cohort model, face-to-face course delivery, field-based assessment, and strong district partnerships. Implications for policy and future research are discussed.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"457 - 481"},"PeriodicalIF":0.8,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46247377","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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