Pub Date : 2024-08-09DOI: 10.1177/10526846241271448
Kristen C. Wilcox, Francesca T. Durand, H. Lawson, Kathryn S. Schiller, Aaron Leo, Maria I. Khan, José Antonio Mola Ávila
This qualitative interview study investigated principals’ discursive frames and communications during the COVID-19 pandemic. The six leader interviews that comprise this study’s dataset were drawn from a purposeful sample of schools with variable educator job satisfaction survey results. A combination of deductive and inductive coding of the interview data informed by framing theory was conducted. This analysis revealed that leaders of schools with the least amount of change in educator job satisfaction during the pandemic drew upon diagnostic, prognostic, and motivational frames and used a variety of communication strategies that encouraged collaboration and cooperation. Findings suggest that while all principals in this study shared similar challenges and all increased the frequency of their communications during the pandemic, how principals framed uncertainty, listened to and responded to staff concerns, and communicated using different modes and with different stakeholders contrasted in schools with variable educator job satisfaction changes. This study holds implications for school principal crisis-management communications and future study of them.
{"title":"Principals’ Discursive Framing and Communications and Educators’ Job Satisfaction during the COVID-19 Pandemic","authors":"Kristen C. Wilcox, Francesca T. Durand, H. Lawson, Kathryn S. Schiller, Aaron Leo, Maria I. Khan, José Antonio Mola Ávila","doi":"10.1177/10526846241271448","DOIUrl":"https://doi.org/10.1177/10526846241271448","url":null,"abstract":"This qualitative interview study investigated principals’ discursive frames and communications during the COVID-19 pandemic. The six leader interviews that comprise this study’s dataset were drawn from a purposeful sample of schools with variable educator job satisfaction survey results. A combination of deductive and inductive coding of the interview data informed by framing theory was conducted. This analysis revealed that leaders of schools with the least amount of change in educator job satisfaction during the pandemic drew upon diagnostic, prognostic, and motivational frames and used a variety of communication strategies that encouraged collaboration and cooperation. Findings suggest that while all principals in this study shared similar challenges and all increased the frequency of their communications during the pandemic, how principals framed uncertainty, listened to and responded to staff concerns, and communicated using different modes and with different stakeholders contrasted in schools with variable educator job satisfaction changes. This study holds implications for school principal crisis-management communications and future study of them.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923329","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 : 2024-08-09DOI: 10.1177/10526846241271459
Ashlyn M. Fiegener, Curt M. Adams
Previous research identifies instructional program coherence as a school condition that has positive effects on student performance. This study investigates how instructional program coherence (IPC) operates as a social mechanism that supports teachers’ psychological needs. We hypothesized that IPC would be positively related to teacher perceived autonomy, competence, and relatedness. Hypotheses were tested in HLM 7.0. As expected, instructional program coherence had a statistically significant relationship with teacher autonomy and teacher relatedness. Interclass correlations for competence satisfaction did not reveal adequate variation at the school level, suggesting that in this data sample, teacher perceived competence had more to do with individual experiences of teachers rather than school-level differences. Findings in this study suggest that instructional program coherence works by creating conditions that enable teachers to thrive in the classroom, specifically by satisfying their needs for autonomy and relatedness.
{"title":"Instructional Program Coherence: A Structural Support for Teacher Psychological Needs","authors":"Ashlyn M. Fiegener, Curt M. Adams","doi":"10.1177/10526846241271459","DOIUrl":"https://doi.org/10.1177/10526846241271459","url":null,"abstract":"Previous research identifies instructional program coherence as a school condition that has positive effects on student performance. This study investigates how instructional program coherence (IPC) operates as a social mechanism that supports teachers’ psychological needs. We hypothesized that IPC would be positively related to teacher perceived autonomy, competence, and relatedness. Hypotheses were tested in HLM 7.0. As expected, instructional program coherence had a statistically significant relationship with teacher autonomy and teacher relatedness. Interclass correlations for competence satisfaction did not reveal adequate variation at the school level, suggesting that in this data sample, teacher perceived competence had more to do with individual experiences of teachers rather than school-level differences. Findings in this study suggest that instructional program coherence works by creating conditions that enable teachers to thrive in the classroom, specifically by satisfying their needs for autonomy and relatedness.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141921858","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 : 2024-08-09DOI: 10.1177/10526846241271461
Violet Daud Munayyer
The study examines the impact of middle leaders’ cognitive complexity (CC) on team performance and conflict management, focusing on their positive perception of diversity. This study is quantitative; the Person’s R test was used. The proposed model was examined using (ML-SEM) equation modeling in the M-Plus program. To determine whether the model fits, I used the fit indices of comparative fit index (CFI) and root mean square error of approximation (RMSEA). A fit index of more than.90 and RMSEA of less than.10 indicates adequate validity. Aggregation was conducted to address conflict and performance at the school level, within-group interrater agreement (rWG), and intraclass correlations (ICCs): ICC1, ICC2. ICC1 examines the within-group variance by answering the question: To what extent can variability measures be predicted from team membership? ICC2 examines the between-group variance by answering the question: How reliable are the team means within a sample? The data comprised 71 middle leaders who constituted 71 teams and 228 team members with a minimum of 3 teachers in each team (according to the G*Power program) from 12 Israeli schools. Results showed that middle leaders' CC affects team performance through its effect on their positive perception of the diversity of their team members. Further, the diversity perception of middle leaders was negatively related to teachers’ perceptions of conflict (relation conflict and process conflict). Conflict in teams was not related to performance. The current study can enhance school management strategies by promoting diversity and heterogeneity among middle leaders, thereby improving decision-making and performance outcomes.
{"title":"The Effect of Middle Leaders’ Cognitive Complexity on Team Performance and Conflict Management Through Middle Leaders’ Positive Perception of Diversity","authors":"Violet Daud Munayyer","doi":"10.1177/10526846241271461","DOIUrl":"https://doi.org/10.1177/10526846241271461","url":null,"abstract":"The study examines the impact of middle leaders’ cognitive complexity (CC) on team performance and conflict management, focusing on their positive perception of diversity. This study is quantitative; the Person’s R test was used. The proposed model was examined using (ML-SEM) equation modeling in the M-Plus program. To determine whether the model fits, I used the fit indices of comparative fit index (CFI) and root mean square error of approximation (RMSEA). A fit index of more than.90 and RMSEA of less than.10 indicates adequate validity. Aggregation was conducted to address conflict and performance at the school level, within-group interrater agreement (rWG), and intraclass correlations (ICCs): ICC1, ICC2. ICC1 examines the within-group variance by answering the question: To what extent can variability measures be predicted from team membership? ICC2 examines the between-group variance by answering the question: How reliable are the team means within a sample? The data comprised 71 middle leaders who constituted 71 teams and 228 team members with a minimum of 3 teachers in each team (according to the G*Power program) from 12 Israeli schools. Results showed that middle leaders' CC affects team performance through its effect on their positive perception of the diversity of their team members. Further, the diversity perception of middle leaders was negatively related to teachers’ perceptions of conflict (relation conflict and process conflict). Conflict in teams was not related to performance. The current study can enhance school management strategies by promoting diversity and heterogeneity among middle leaders, thereby improving decision-making and performance outcomes.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"42 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924270","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 : 2024-07-19DOI: 10.1177/10526846241258199
K. Leithwood, Jingping Sun, Sijia Zhang, Cheng Hua
This study had two objectives. One objective was to assess the psychometric properties of a survey instrument measuring a new latent variable, Academic Culture (AC), combining three observed variables academic press, disciplinary climate and teachers’ uses of instructional time. The second objective was to replicate the results of an earlier study identifying AC as a significant mediator of school leadership’s influence on student learning. Data for the study were provided from 2068 teachers located in 49 schools in 14 Texas school districts, as well as student achievement data from the State of Texas Assessments of Academic Readiness (STAAR) and student socioeconomic (SES) data available from school websites. Second order Confirmatory Factor Analysis (CFA) and Many-Facet Rasch (MFR) models were used to examine the survey instrument’s construct validity and its measurement invariance. Structural Equation Modeling was used to identify the extent to which AC mediated the effects of school leadership on student achievement controlling for student SES. Rasch analysis and CFA confirmed the measurement invariance and several forms of validity of the survey instrument. Replicating the results of an earlier study, results of structural equation modeling demonstrated significant effects of AC on student achievement and identified AC as a significant mediator of school leadership effects on student achievement. The study contributes to the quality of instruments available to school leaders for their school improvement work and to researchers inquiring about the most promising variables mediating the indirect effects of school leadership on student success.
这项研究有两个目标。其一是评估一种测量新潜在变量学术文化（AC）的调查工具的心理测量特性，该变量结合了学术新闻、纪律氛围和教师使用教学时间这三个观察变量。第二个目标是复制之前一项研究的结果，即 AC 是学校领导力对学生学习影响的重要中介。研究数据来自德克萨斯州 14 个学区 49 所学校的 2068 名教师，以及德克萨斯州学业准备评估（STAAR）的学生成绩数据和学校网站提供的学生社会经济（SES）数据。二阶确证因子分析（CFA）和多面 Rasch（MFR）模型用于检验调查工具的构造效度和测量不变性。结构方程模型用于确定在控制学生社会经济地位的情况下，AC 在多大程度上介导了学校领导力对学生成绩的影响。Rasch 分析和 CFA 证实了调查工具的测量不变性和多种形式的有效性。结构方程模型的结果表明，交流对学生成绩有显著影响，并确定交流是学校领导力对学生成绩影响的重要中介。这项研究有助于提高学校领导改进学校工作的工具质量，也有助于研究人员探究学校领导对学生成功的间接影响的最有希望的中介变量。
{"title":"Academic Culture: Its Meaning, Measure and Contribution to Student Learning","authors":"K. Leithwood, Jingping Sun, Sijia Zhang, Cheng Hua","doi":"10.1177/10526846241258199","DOIUrl":"https://doi.org/10.1177/10526846241258199","url":null,"abstract":"This study had two objectives. One objective was to assess the psychometric properties of a survey instrument measuring a new latent variable, Academic Culture (AC), combining three observed variables academic press, disciplinary climate and teachers’ uses of instructional time. The second objective was to replicate the results of an earlier study identifying AC as a significant mediator of school leadership’s influence on student learning. Data for the study were provided from 2068 teachers located in 49 schools in 14 Texas school districts, as well as student achievement data from the State of Texas Assessments of Academic Readiness (STAAR) and student socioeconomic (SES) data available from school websites. Second order Confirmatory Factor Analysis (CFA) and Many-Facet Rasch (MFR) models were used to examine the survey instrument’s construct validity and its measurement invariance. Structural Equation Modeling was used to identify the extent to which AC mediated the effects of school leadership on student achievement controlling for student SES. Rasch analysis and CFA confirmed the measurement invariance and several forms of validity of the survey instrument. Replicating the results of an earlier study, results of structural equation modeling demonstrated significant effects of AC on student achievement and identified AC as a significant mediator of school leadership effects on student achievement. The study contributes to the quality of instruments available to school leaders for their school improvement work and to researchers inquiring about the most promising variables mediating the indirect effects of school leadership on student success.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"7 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822450","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 : 2024-05-13DOI: 10.1177/10526846241254050
Taeyeon Kim, James Wright
Given that K-12 schools necessitate leaders who can advance equity and justice, preparation programs in higher education institutions have prioritized the development of equity-oriented school leaders. However, there has been relatively limited exploration of pedagogical approaches that equip educational leaders to navigate adverse emotional responses and utilize their discomforting emotions as a source of transformation toward equity-oriented principles. When negative emotions are suppressed and/or unexplored within leadership development programs, adult learners will likely miss crucial opportunities for personal growth and transformative change. This theoretical article aims to enhance and expand existing scholarship on the pedagogies of emotional discomfort by developing a conceptual-pedagogical framework for preparing equity-driven school leaders. We explore the role of emotions in/as learning, drawing insights from the learning science literature, and analyze empirical studies in leadership education to unravel how and why discomforting emotions are triggered and operationalized when learning about racism and inequities. We present a framework, the pedagogy of discomfort toward critical hope, drawing on scholarly work bridging emotional discomfort and critical pedagogy, and exemplified by various examples of pedagogies of discomfort. Building on this foundation, we introduce an emotional scaffolding design centered around three concepts: generating discomfort to make oppression and privilege visible, guided emotion participation for engaging critical reflection and dialogue, and appraising emotions with metacognitive and meta-affect tools. This article extends the scholarship on teaching and learning for developing equity leaders by bridging insights from learning science and critical pedagogy.
{"title":"Navigating Emotional Discomfort in Developing Equity-Driven School Leaders: A Conceptual-Pedagogical Framework","authors":"Taeyeon Kim, James Wright","doi":"10.1177/10526846241254050","DOIUrl":"https://doi.org/10.1177/10526846241254050","url":null,"abstract":"Given that K-12 schools necessitate leaders who can advance equity and justice, preparation programs in higher education institutions have prioritized the development of equity-oriented school leaders. However, there has been relatively limited exploration of pedagogical approaches that equip educational leaders to navigate adverse emotional responses and utilize their discomforting emotions as a source of transformation toward equity-oriented principles. When negative emotions are suppressed and/or unexplored within leadership development programs, adult learners will likely miss crucial opportunities for personal growth and transformative change. This theoretical article aims to enhance and expand existing scholarship on the pedagogies of emotional discomfort by developing a conceptual-pedagogical framework for preparing equity-driven school leaders. We explore the role of emotions in/as learning, drawing insights from the learning science literature, and analyze empirical studies in leadership education to unravel how and why discomforting emotions are triggered and operationalized when learning about racism and inequities. We present a framework, the pedagogy of discomfort toward critical hope, drawing on scholarly work bridging emotional discomfort and critical pedagogy, and exemplified by various examples of pedagogies of discomfort. Building on this foundation, we introduce an emotional scaffolding design centered around three concepts: generating discomfort to make oppression and privilege visible, guided emotion participation for engaging critical reflection and dialogue, and appraising emotions with metacognitive and meta-affect tools. This article extends the scholarship on teaching and learning for developing equity leaders by bridging insights from learning science and critical pedagogy.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"32 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984057","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 : 2024-04-07DOI: 10.1177/10526846241245084
James A. Zoll, Sheri C. Hardee, Beth Hebert
COVID-19 resulted in political backlash, public dissatisfaction, and the need for principals to create spaces to foster communication, implement change, monitor dissatisfaction, and foster wellness. Using the concept of the third space, we explore the dialogic and linguistic spaces K-12 leaders created while navigating this crisis. Employing a phenomenological approach, we interviewed 17 principals from 2021–22 who found themselves creating third spaces for collaboration around issues of academics, mental-health, political backlash, and community distrust. Leaders experienced growth, embraced vulnerability, and emerged stronger. Implications illustrate that experiential learning in third spaces could enhance preparation programs as related to future crisis management.
{"title":"“Grace Space of Understanding”: The Third Space in Principal Leadership During the Covid Pandemic","authors":"James A. Zoll, Sheri C. Hardee, Beth Hebert","doi":"10.1177/10526846241245084","DOIUrl":"https://doi.org/10.1177/10526846241245084","url":null,"abstract":"COVID-19 resulted in political backlash, public dissatisfaction, and the need for principals to create spaces to foster communication, implement change, monitor dissatisfaction, and foster wellness. Using the concept of the third space, we explore the dialogic and linguistic spaces K-12 leaders created while navigating this crisis. Employing a phenomenological approach, we interviewed 17 principals from 2021–22 who found themselves creating third spaces for collaboration around issues of academics, mental-health, political backlash, and community distrust. Leaders experienced growth, embraced vulnerability, and emerged stronger. Implications illustrate that experiential learning in third spaces could enhance preparation programs as related to future crisis management.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"17 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140732923","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 : 2024-04-05DOI: 10.1177/10526846241245085
Eve Eisenschmidt, Kaija Kumpas-Lenk, Kätlin Vanari, Helen Arus, Karina Ivanova
This study aimed to identify the factors that foster a collaborative culture in the school improvement process. Estonian schools are characterized by a high degree of autonomy in developing the school curriculum and choosing the appropriate methods for its implementation. As a result, some schools are more successful, while others face difficulties in improving their pedagogical processes. Six Estonian schools with lower performance indicators participated in the School Improvement Program in 2021–2022. In each school, leaders and teachers formed a team together with two mentors. Supported by university experts, the school teams began working on a topic they chose to improve their students’ learning while simultaneously increasing the school’s leadership capacity by strengthening a collaborative school culture. The results of this qualitative research demonstrate that the arrangement of teamwork and the creation of shared values and goals constitute the key factors in creating a collaborative culture. Collaborative culture can be fostered by composing a stable team, developing routines for collaboration, ensuring open communication among all parties, focusing consistently on the goal, and building trust among participants. The obstacles are resistance to change, an unstable team, no routines for collaboration, a lack of communication, and no commitment to the goal. External support is important for both successful school teams and those facing challenges in the improvement process.
{"title":"Fostering Collaborative School Improvement in Estonian Schools","authors":"Eve Eisenschmidt, Kaija Kumpas-Lenk, Kätlin Vanari, Helen Arus, Karina Ivanova","doi":"10.1177/10526846241245085","DOIUrl":"https://doi.org/10.1177/10526846241245085","url":null,"abstract":"This study aimed to identify the factors that foster a collaborative culture in the school improvement process. Estonian schools are characterized by a high degree of autonomy in developing the school curriculum and choosing the appropriate methods for its implementation. As a result, some schools are more successful, while others face difficulties in improving their pedagogical processes. Six Estonian schools with lower performance indicators participated in the School Improvement Program in 2021–2022. In each school, leaders and teachers formed a team together with two mentors. Supported by university experts, the school teams began working on a topic they chose to improve their students’ learning while simultaneously increasing the school’s leadership capacity by strengthening a collaborative school culture. The results of this qualitative research demonstrate that the arrangement of teamwork and the creation of shared values and goals constitute the key factors in creating a collaborative culture. Collaborative culture can be fostered by composing a stable team, developing routines for collaboration, ensuring open communication among all parties, focusing consistently on the goal, and building trust among participants. The obstacles are resistance to change, an unstable team, no routines for collaboration, a lack of communication, and no commitment to the goal. External support is important for both successful school teams and those facing challenges in the improvement process.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"25 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140735896","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 : 2024-04-03DOI: 10.1177/10526846241245077
V. Rangel, Keith A. Butcher, Matthew Farmer
The principal internship is a crucial component of principal preparation programs (PPP) in the U.S. and, increasingly, in other countries. The purpose of this study was to compare the experiences and work of principal candidates enrolled in one principal residency program (PRP) to candidates enrolled in a traditional principal preparation program at the same university. Using an embedded case study design, we collected survey, log, and interview data from interns enrolled in two different programs at one university across two semesters. We analyzed the quantitative data using descriptive statistics and iterative rounds of coding to analyze the interview and log data. Our findings suggest that the interns in both groups had a wide variety of authentic leadership experiences but that the residents had higher levels of engagement than did the traditional interns. Our findings add to our understanding of the depth and quality of interns’ leadership experiences and how program structures may shape those experiences. We conclude with recommendations for principal preparation programs.
{"title":"A Comparison of the Internship Experiences of Aspiring School Leaders in a Principal Residency and Traditional Principal Preparation Program in Texas","authors":"V. Rangel, Keith A. Butcher, Matthew Farmer","doi":"10.1177/10526846241245077","DOIUrl":"https://doi.org/10.1177/10526846241245077","url":null,"abstract":"The principal internship is a crucial component of principal preparation programs (PPP) in the U.S. and, increasingly, in other countries. The purpose of this study was to compare the experiences and work of principal candidates enrolled in one principal residency program (PRP) to candidates enrolled in a traditional principal preparation program at the same university. Using an embedded case study design, we collected survey, log, and interview data from interns enrolled in two different programs at one university across two semesters. We analyzed the quantitative data using descriptive statistics and iterative rounds of coding to analyze the interview and log data. Our findings suggest that the interns in both groups had a wide variety of authentic leadership experiences but that the residents had higher levels of engagement than did the traditional interns. Our findings add to our understanding of the depth and quality of interns’ leadership experiences and how program structures may shape those experiences. We conclude with recommendations for principal preparation programs.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"801 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140749281","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 : 2024-04-02DOI: 10.1177/10526846241245081
Anji Buckner-Capone, Brent Duckor
Educational leaders are increasingly expected to use school climate data to improve outcomes and promote equity for all learners, including in California where school climate is included in state accountability policy. In this study, beliefs towards school climate assessment were explored in a sample (n=298) of California superintendents using a 37-item Likert-style instrument. Data were analyzed using an item response approach and latent class analysis. Findings showed variation in beliefs including three subgroups labeled “true believers” “still questioning” and “remains skeptical.” Findings suggest these groupings influence policy adoption and implementation. Education leaders are in a unique position to interpret and use school climate assessment data to facilitate change if they believe it is important, have the capacity, and trust the data. Implications for school and district improvement under the California continuous improvement model relies on stakeholders and local educational leaders believing in the value of school climate data and trusting its uses to effect change.
{"title":"School Climate Assessment and Continuous Improvement: What superintendent Beliefs Tell Us About Accountability Policy","authors":"Anji Buckner-Capone, Brent Duckor","doi":"10.1177/10526846241245081","DOIUrl":"https://doi.org/10.1177/10526846241245081","url":null,"abstract":"Educational leaders are increasingly expected to use school climate data to improve outcomes and promote equity for all learners, including in California where school climate is included in state accountability policy. In this study, beliefs towards school climate assessment were explored in a sample (n=298) of California superintendents using a 37-item Likert-style instrument. Data were analyzed using an item response approach and latent class analysis. Findings showed variation in beliefs including three subgroups labeled “true believers” “still questioning” and “remains skeptical.” Findings suggest these groupings influence policy adoption and implementation. Education leaders are in a unique position to interpret and use school climate assessment data to facilitate change if they believe it is important, have the capacity, and trust the data. Implications for school and district improvement under the California continuous improvement model relies on stakeholders and local educational leaders believing in the value of school climate data and trusting its uses to effect change.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"45 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140753149","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 : 2024-03-21DOI: 10.1177/10526846241237970
Kathryn E. Wiley, Miguel Trujillo, Y. Anyon
Despite impacting almost three million students annually, and disproportionately impacting Black students, little is known about district policy and central office staff in the use of in-school suspension. The purpose of this study was to understand how districts use in-school suspension over time, with attention to racial disparities, programmatic changes, and central office perspectives. Case study methods were used to examine in-school suspension in one large school district in the Western United States. Data included two district board school discipline policies, quantitative in-school suspension data, and interviews with central office staff. We found a history of on-going racial disparities for Black and Latinx students and that decisions made by central office about in-school suspension had likely sustained these disparities over time. District policy goals of reducing racial disparities were found to be largely rhetorical in the face of an ethos of non-enforcement. Central office administrators believed they lacked the power to hold school principals accountable for implementing school discipline policy with fidelity to redressing racial disparities. Through the concept of Whiteness as Property, we argue these patterns demonstrated central office administrators’ protection of White educational and political propertied interests above those of educational opportunities for Black and Latinx students. This study contributes to the literature on in-school suspension by finding discrepancies between policy and practice and contributes to the field’s understanding of how school autonomy can undermine equity-oriented school discipline policies through racial negligence.
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