Pub Date : 2022-11-29DOI: 10.1177/10526846221143038
Melissa A. Martinez, Kelley T. Glover, Michael Ota
This study harnessed the power of testimonio as a methodological approach and method, along with applied critical leadership as a framework to answer the following questions: What were defining aspects of the leadership journeys of four Latina assistant principals that enabled them to get to and thrive in their positions? How did their cultural backgrounds and identities (racial/ethnic, gendered, linguistic, other identity markers) shape and/or inform their leadership journeys? The testimonios of the four Latina assistant principals centered on four overarching themes related to the defining aspects of their leadership journeys: (1) the significant role that their parents and upbringing played in becoming advocates, educators, and school leaders; (2) the support and mentorship that were critical to their ascension into the assistant principal role; (3) the challenges they faced with regards to discrimination and microaggressions as Latina assistant principals; and (4) how they responded as agents of change in culturally responsive and asset-based ways as administrators. Each of these defining aspects were shaped and/or informed in some way by their cultural backgrounds and at least one or more social identity markers; often related to their Latinidad, being women, their age, being working to middle class, and bilingual or non-Spanish speaking. Individually and collectively, the leadership journey testimonios affirm how the Latina assistant principals enacted applied critical leadership. Findings can inform leadership preparation and districts that must intentionally address equity and diversify the leadership pipeline so that it both reflects and responds to the increasingly diverse communities in our country.
{"title":"Leadership Journey Testimonios: Four Latina Assistant Principals Enacting Applied Critical Leadership","authors":"Melissa A. Martinez, Kelley T. Glover, Michael Ota","doi":"10.1177/10526846221143038","DOIUrl":"https://doi.org/10.1177/10526846221143038","url":null,"abstract":"This study harnessed the power of testimonio as a methodological approach and method, along with applied critical leadership as a framework to answer the following questions: What were defining aspects of the leadership journeys of four Latina assistant principals that enabled them to get to and thrive in their positions? How did their cultural backgrounds and identities (racial/ethnic, gendered, linguistic, other identity markers) shape and/or inform their leadership journeys? The testimonios of the four Latina assistant principals centered on four overarching themes related to the defining aspects of their leadership journeys: (1) the significant role that their parents and upbringing played in becoming advocates, educators, and school leaders; (2) the support and mentorship that were critical to their ascension into the assistant principal role; (3) the challenges they faced with regards to discrimination and microaggressions as Latina assistant principals; and (4) how they responded as agents of change in culturally responsive and asset-based ways as administrators. Each of these defining aspects were shaped and/or informed in some way by their cultural backgrounds and at least one or more social identity markers; often related to their Latinidad, being women, their age, being working to middle class, and bilingual or non-Spanish speaking. Individually and collectively, the leadership journey testimonios affirm how the Latina assistant principals enacted applied critical leadership. Findings can inform leadership preparation and districts that must intentionally address equity and diversify the leadership pipeline so that it both reflects and responds to the increasingly diverse communities in our country.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"162 1","pages":"291 - 312"},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76989086","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 : 2022-11-29DOI: 10.1177/10526846221143039
Jennifer R. McGee, Gwynne Shoaf, Timothy J. Huelsman, Terry McClannon
Teacher job satisfaction is a construct that has been studied in multiple settings and countries over the last several decades (Kim & Loadman, 1995; Lane, 2016) however, much of the current research in this area is survey-based, quantitative (Skaalvik & Skaalvik, 2015) or lends itself to determining interventions for teachers (Jennings & DeMauro, 2017). This study utilized participant interviews to investigate factors influencing teacher job satisfaction in an attempt to examine the factors that emerge spontaneously through conversations with teachers, and without imposing a framework on the data collection. Eighteen teachers at two similar elementary schools were interviewed in person in January and February of 2020. Sixteen of those teachers were found to be satisfied with their jobs overall, and those interviews are used in this study. Through multiple rounds of coding, we discovered six emergent themes that defined this work: Making a Difference Makes a Difference, Teaching as Calling, Like a Family, What’s Missing, What’s Added On, and Imbalance. Recommendations for school leaders and policy makers are included along with needs for further research.
{"title":"The Complexity of Teacher Job Satisfaction: Balancing Joys and Challenges","authors":"Jennifer R. McGee, Gwynne Shoaf, Timothy J. Huelsman, Terry McClannon","doi":"10.1177/10526846221143039","DOIUrl":"https://doi.org/10.1177/10526846221143039","url":null,"abstract":"Teacher job satisfaction is a construct that has been studied in multiple settings and countries over the last several decades (Kim & Loadman, 1995; Lane, 2016) however, much of the current research in this area is survey-based, quantitative (Skaalvik & Skaalvik, 2015) or lends itself to determining interventions for teachers (Jennings & DeMauro, 2017). This study utilized participant interviews to investigate factors influencing teacher job satisfaction in an attempt to examine the factors that emerge spontaneously through conversations with teachers, and without imposing a framework on the data collection. Eighteen teachers at two similar elementary schools were interviewed in person in January and February of 2020. Sixteen of those teachers were found to be satisfied with their jobs overall, and those interviews are used in this study. Through multiple rounds of coding, we discovered six emergent themes that defined this work: Making a Difference Makes a Difference, Teaching as Calling, Like a Family, What’s Missing, What’s Added On, and Imbalance. Recommendations for school leaders and policy makers are included along with needs for further research.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"4 1","pages":"535 - 549"},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72669431","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 : 2022-11-02DOI: 10.1177/10526846221133985
Sandra Leu Bonanno, Jeff Walls, Alyson L. Lavigne, Karen Washburn
In the current American context where culturally and linguistically diverse (CLD) students frequently experience schools as uncaring spaces, exploring school leadership that values student identity is vital for providing an affirming environment for meaningful learning. Towards such ends, we echo the recent call for culturally sustaining approaches and explore the role school leaders might have in fostering cultural and linguistic pluralism at an organizational level. The purpose of this theoretical paper is to present a preliminary conceptual framework, culturally and linguistically sustaining school leadership (CLSL), that honors the intersections between critical caring and culturally sustaining theories. In doing so, we discuss reimagined school leadership values and practices that prioritize culturally and linguistically sustaining climates of care.
{"title":"Theorizing a Culturally and Linguistically Sustaining School Leadership: Exploring the Intersections of Cultural Sustenance and Care","authors":"Sandra Leu Bonanno, Jeff Walls, Alyson L. Lavigne, Karen Washburn","doi":"10.1177/10526846221133985","DOIUrl":"https://doi.org/10.1177/10526846221133985","url":null,"abstract":"In the current American context where culturally and linguistically diverse (CLD) students frequently experience schools as uncaring spaces, exploring school leadership that values student identity is vital for providing an affirming environment for meaningful learning. Towards such ends, we echo the recent call for culturally sustaining approaches and explore the role school leaders might have in fostering cultural and linguistic pluralism at an organizational level. The purpose of this theoretical paper is to present a preliminary conceptual framework, culturally and linguistically sustaining school leadership (CLSL), that honors the intersections between critical caring and culturally sustaining theories. In doing so, we discuss reimagined school leadership values and practices that prioritize culturally and linguistically sustaining climates of care.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"15 1","pages":"241 - 268"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80454560","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 : 2022-10-20DOI: 10.1177/10526846221134009
Wesley Edwards, Rachel Boggs, Pedro Reyes
In-school suspensions represent one of the most frequently employed components of school exclusionary discipline systems, and they are also largely left up to the discretion of principals. The purpose of this study is to investigate in-school suspension disparities across student racial/ethnic groups, with a focus on differences between school geographic locales. We also examine the extent to which student to leader racial/ethnic matching is associated with the attenuation of in-school suspension outcomes for students of color. Drawing on state wide administrative data from Texas, representing over 24 million unique student-year observations, we use descriptive statistics and regression modeling to understand the relationship between student race/ethnicity and in-school suspension outcomes. The findings represent evidence of persistent in-school suspension disparities, specifically for Black students in non-urban school locales. Our findings also demonstrate a small but meaningful reduction in the likelihood of in-school suspension for a Black student in an urban school with a Black leader. We conclude with implications for educational leadership and policy, including a discussion of school leader hiring practices, culturally relevant school leadership, and the structuring of school disciplinary policies towards more equitable student outcomes.
{"title":"Student-Principal Racial/Ethnic Match, Geographic Locale, and Student Disciplinary Outcomes","authors":"Wesley Edwards, Rachel Boggs, Pedro Reyes","doi":"10.1177/10526846221134009","DOIUrl":"https://doi.org/10.1177/10526846221134009","url":null,"abstract":"In-school suspensions represent one of the most frequently employed components of school exclusionary discipline systems, and they are also largely left up to the discretion of principals. The purpose of this study is to investigate in-school suspension disparities across student racial/ethnic groups, with a focus on differences between school geographic locales. We also examine the extent to which student to leader racial/ethnic matching is associated with the attenuation of in-school suspension outcomes for students of color. Drawing on state wide administrative data from Texas, representing over 24 million unique student-year observations, we use descriptive statistics and regression modeling to understand the relationship between student race/ethnicity and in-school suspension outcomes. The findings represent evidence of persistent in-school suspension disparities, specifically for Black students in non-urban school locales. Our findings also demonstrate a small but meaningful reduction in the likelihood of in-school suspension for a Black student in an urban school with a Black leader. We conclude with implications for educational leadership and policy, including a discussion of school leader hiring practices, culturally relevant school leadership, and the structuring of school disciplinary policies towards more equitable student outcomes.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"1 1","pages":"313 - 339"},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86085084","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 : 2022-10-20DOI: 10.1177/10526846221133994
Lakisha Gates Rice, R. Williams
Principals who engage in wellness strategies can both enhance their holistic wellness and leadership abilities. These strategies may include engaging in physical activity, seeking personal counseling, having a sense of purpose, and maintaining professional and personal relationships and support systems (Visger, 2016). However, like principals, many leaders have difficulties engaging in self-care activities due to the demands in their work environments (Pignatelli, 2015). The Indivisible Self wellness model (IS-Wel; Myers & Sweeney, 2004) can serve as a conceptual foundation for recommending strategies that may aid school principals in achieving holistic wellness. This in turn can help principals engage in healthier work practices that benefit themselves and the school communities they serve. Wellness strategies for principals will be shared utilizing the IS-Wel model. Implications for future practice for school principal wellness will be explored.
{"title":"Who’s Taking Care of the Principal: A Wellness Approach for School Principal Self-Care","authors":"Lakisha Gates Rice, R. Williams","doi":"10.1177/10526846221133994","DOIUrl":"https://doi.org/10.1177/10526846221133994","url":null,"abstract":"Principals who engage in wellness strategies can both enhance their holistic wellness and leadership abilities. These strategies may include engaging in physical activity, seeking personal counseling, having a sense of purpose, and maintaining professional and personal relationships and support systems (Visger, 2016). However, like principals, many leaders have difficulties engaging in self-care activities due to the demands in their work environments (Pignatelli, 2015). The Indivisible Self wellness model (IS-Wel; Myers & Sweeney, 2004) can serve as a conceptual foundation for recommending strategies that may aid school principals in achieving holistic wellness. This in turn can help principals engage in healthier work practices that benefit themselves and the school communities they serve. Wellness strategies for principals will be shared utilizing the IS-Wel model. Implications for future practice for school principal wellness will be explored.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"43 1","pages":"567 - 585"},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77349978","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 : 2022-10-20DOI: 10.1177/10526846221133993
Shana E. Rochester, M. Sanders
From extensive school closings and abrupt transitions to distance learning in spring 2020 to varied levels of face-to-face, hybrid, and virtual learning in school year (SY) 2020–2021, the coronavirus disease (COVID-19) has disrupted education across the world. While several studies have examined academic changes that have occurred over the past year, fewer studies have documented changes in non-instructional investments during COVID-19 or centered principals’ perspectives. Yet, non-instructional investments that address students’ physical and socio-emotional needs are critical to a Whole Child approach to learning, and principals are essential for school change. Accordingly, this quantitative study examined principals’ reports of changes in non-instructional investments from SY 2019–2020 to SY 2020–2021 using data from a national sample of U.S. pre-kindergarten through 12th grade schools. We discuss implications of the study’s findings for expanded implementation of Whole Child reform principles post-COVID-19 and opportunities for principals to serve as change leaders.
{"title":"Responding to the Needs of the Whole Child: Principals’ Reports of Non-Instructional Investments During COVID-19","authors":"Shana E. Rochester, M. Sanders","doi":"10.1177/10526846221133993","DOIUrl":"https://doi.org/10.1177/10526846221133993","url":null,"abstract":"From extensive school closings and abrupt transitions to distance learning in spring 2020 to varied levels of face-to-face, hybrid, and virtual learning in school year (SY) 2020–2021, the coronavirus disease (COVID-19) has disrupted education across the world. While several studies have examined academic changes that have occurred over the past year, fewer studies have documented changes in non-instructional investments during COVID-19 or centered principals’ perspectives. Yet, non-instructional investments that address students’ physical and socio-emotional needs are critical to a Whole Child approach to learning, and principals are essential for school change. Accordingly, this quantitative study examined principals’ reports of changes in non-instructional investments from SY 2019–2020 to SY 2020–2021 using data from a national sample of U.S. pre-kindergarten through 12th grade schools. We discuss implications of the study’s findings for expanded implementation of Whole Child reform principles post-COVID-19 and opportunities for principals to serve as change leaders.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89298989","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 : 2022-10-19DOI: 10.1177/10526846221133995
Summer Davis
While there have been numerous studies of teachers’ lived experiences, the LGBTQ+- teaching community continues to be underrepresented within this literature (Mayo, 2008). More specifically, empirical evidence regarding LGBTQ+ preservice teachers’ (PST) experiences and their induction is nearly all, but absent. This is of great importance to discussions and formations of educational practice and policies. Drawn from a larger, critical narratological study examining lesbian, gay, and/or queer first-year E/LA teachers, this study illuminates the experiences of a first-year, middle school E/LA teacher and her stories of her interactions with her building’s principal. Utilizing systems of first year teaching (Strom et al., 2018), tenets of queer theory (Butler, 1997), and subjectivities (Cammack & Phillips, 2002), this study drew on multiple semi-structured interviews, ethnographic field observations, preservice field experience journals and coursework, along with artifacts of student learning. Findings demonstrate the participant’s sense of space and place within her building, district, and the state, in combination with multiple interactions with her school’s administration, elicited and reified feelings of precarity, which were interwoven within her induction stories. Most importantly, these tensions affected the participant’s sense-making, and contributed to troubles with enacting more engaging, student-centered pedagogical practices, which contributed to difficulties in curating healthier classroom ecologies. Altogether, this furthered the participant’s feelings of confusion, isolation, and inefficacy. As these emotions are often associated with teacher attrition, implications center the key role principals and school policies play within teacher induction, but especially in disrupting inequities and affirming LGBTQ+ teachers’ importance within their schools.
虽然有很多关于教师生活经历的研究，但LGBTQ+教学群体在这些文献中仍然没有得到充分的代表(Mayo, 2008)。更具体地说，关于LGBTQ+职前教师(PST)经历及其诱导的经验证据几乎全部，但缺乏。这对教育实践和教育政策的讨论和形成具有重要意义。从一个更大的、批判性的叙事学研究中得出结论，该研究调查了女同性恋、男同性恋和/或酷儿一年级的E/LA教师，该研究阐明了一名一年级的中学E/LA教师的经历以及她与学校校长互动的故事。利用第一年教学系统(Strom et al.， 2018)、酷儿理论原则(Butler, 1997)和主观性(Cammack & Phillips, 2002)，本研究利用了多次半结构化访谈、民族志实地观察、职前实地经验期刊和课程作业，以及学生学习的人工智能。研究结果展示了参与者在她的建筑、地区和国家中的空间感和位置感，结合与学校管理部门的多次互动，引发并具体化了不稳定的感觉，这些感觉交织在她的归纳故事中。最重要的是，这些紧张关系影响了参与者的意义构建，并造成了制定更有吸引力、以学生为中心的教学实践的麻烦，这导致了策划更健康的课堂生态的困难。总之，这进一步加深了参与者的困惑、孤立和无能感。由于这些情绪通常与教师流失有关，因此影响的中心是校长和学校政策在教师招聘中发挥的关键作用，尤其是在打破不平等和肯定LGBTQ+教师在学校中的重要性方面。
{"title":"“This Is Fine”: The Principal’s Role in the Induction Experiences of a Gay, Novice, ELA Teacher","authors":"Summer Davis","doi":"10.1177/10526846221133995","DOIUrl":"https://doi.org/10.1177/10526846221133995","url":null,"abstract":"While there have been numerous studies of teachers’ lived experiences, the LGBTQ+- teaching community continues to be underrepresented within this literature (Mayo, 2008). More specifically, empirical evidence regarding LGBTQ+ preservice teachers’ (PST) experiences and their induction is nearly all, but absent. This is of great importance to discussions and formations of educational practice and policies. Drawn from a larger, critical narratological study examining lesbian, gay, and/or queer first-year E/LA teachers, this study illuminates the experiences of a first-year, middle school E/LA teacher and her stories of her interactions with her building’s principal. Utilizing systems of first year teaching (Strom et al., 2018), tenets of queer theory (Butler, 1997), and subjectivities (Cammack & Phillips, 2002), this study drew on multiple semi-structured interviews, ethnographic field observations, preservice field experience journals and coursework, along with artifacts of student learning. Findings demonstrate the participant’s sense of space and place within her building, district, and the state, in combination with multiple interactions with her school’s administration, elicited and reified feelings of precarity, which were interwoven within her induction stories. Most importantly, these tensions affected the participant’s sense-making, and contributed to troubles with enacting more engaging, student-centered pedagogical practices, which contributed to difficulties in curating healthier classroom ecologies. Altogether, this furthered the participant’s feelings of confusion, isolation, and inefficacy. As these emotions are often associated with teacher attrition, implications center the key role principals and school policies play within teacher induction, but especially in disrupting inequities and affirming LGBTQ+ teachers’ importance within their schools.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"14 1","pages":"491 - 515"},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88594369","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 : 2022-10-18DOI: 10.1177/10526846221133999
Nathaniel Bryan, Darrel R. Davis, Rachel McMillian, Jarvais Jackson, R. Cooper
Childhood play is one of the hallmarks of early childhood education, yet most early childhood educators have stereotypical views of Black boyhood play. At the same time, few scholars have addressed teachers’ and school administrators’ stereotypes and biases of Black boys’ play styles and behaviors. The purpose of this conceptual paper is to highlight the ways in which school administrators reinforce the anti-Black misandric violence Black boys experience during play through disciplinary decision-making. We also explore how such reinforcement leads to Black boys’ entry into the preschool-to-prison pipeline. Ultimately, we aim to introduce Black PlayCrit to the field of educational leadership/adminstration in order to bring attention to anti-Black misandric violence against Black boys, and to celebrate the rich history and strength of Black boyhood play.
{"title":"Toward A Black PlayCrit in Educational Leadership: What School Leaders Need to Know About Black Boyhood Play","authors":"Nathaniel Bryan, Darrel R. Davis, Rachel McMillian, Jarvais Jackson, R. Cooper","doi":"10.1177/10526846221133999","DOIUrl":"https://doi.org/10.1177/10526846221133999","url":null,"abstract":"Childhood play is one of the hallmarks of early childhood education, yet most early childhood educators have stereotypical views of Black boyhood play. At the same time, few scholars have addressed teachers’ and school administrators’ stereotypes and biases of Black boys’ play styles and behaviors. The purpose of this conceptual paper is to highlight the ways in which school administrators reinforce the anti-Black misandric violence Black boys experience during play through disciplinary decision-making. We also explore how such reinforcement leads to Black boys’ entry into the preschool-to-prison pipeline. Ultimately, we aim to introduce Black PlayCrit to the field of educational leadership/adminstration in order to bring attention to anti-Black misandric violence against Black boys, and to celebrate the rich history and strength of Black boyhood play.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"7 1","pages":"269 - 290"},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73127432","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 : 2022-10-15DOI: 10.1177/10526846221134005
Matebe Tafere Gedifew
The purpose of this study is twofold: to examine the curriculum structure for instructional leaders’ training and development against the desired competences; and to evaluate the career development framework of instructional leaders. With these ends in view, the study examined the instructional leadership framework, the curriculum document, and the instructional leaders’ recruitment, selection and retention strategies. Unstructured interviews were made with purposely selected thirty-one (31) interviewees until information saturates. Hence, the perspectives of instructional leadership trainers, instructional leaders, zone education department heads, and national level education experts who were selected using a purposive sampling technique were explored through one-on-one interviews. The data analysis and presentation was made based on the major themes identified as purposes of the study. In the light of these, the qualitative data analysis discloses the absence of national instructional leadership framework from which instructional leadership curriculum should have emerged. It was also understood that the loosened curriculum development culture ultimately resulted in the curriculum’s lack of relevance to the desired competences for instructional leadership development. It was further learnt that there existed an absence of context specific recruitment, selection and retention strategies for instructional leaders. It is, therefore, concluded that the instructional leadership development practices of Ethiopia, seemed to have been deviating from expectations. Hence, it is recommended that there is a need to design a national instructional leadership development framework based on which the instructional leadership curriculum development and implementation practices could be managed. The recruitment, selection, and retention strategies should also involve incentive packages that could attract competent candidates to the profession. It is further recommended that there is a need to promote positive mindset exercises for instructional leaders to take their own professional development initiatives.
{"title":"Instructional Leadership Development Practices in Ethiopia: Curriculum Development and Implementation Practices, and Career Development Frameworks","authors":"Matebe Tafere Gedifew","doi":"10.1177/10526846221134005","DOIUrl":"https://doi.org/10.1177/10526846221134005","url":null,"abstract":"The purpose of this study is twofold: to examine the curriculum structure for instructional leaders’ training and development against the desired competences; and to evaluate the career development framework of instructional leaders. With these ends in view, the study examined the instructional leadership framework, the curriculum document, and the instructional leaders’ recruitment, selection and retention strategies. Unstructured interviews were made with purposely selected thirty-one (31) interviewees until information saturates. Hence, the perspectives of instructional leadership trainers, instructional leaders, zone education department heads, and national level education experts who were selected using a purposive sampling technique were explored through one-on-one interviews. The data analysis and presentation was made based on the major themes identified as purposes of the study. In the light of these, the qualitative data analysis discloses the absence of national instructional leadership framework from which instructional leadership curriculum should have emerged. It was also understood that the loosened curriculum development culture ultimately resulted in the curriculum’s lack of relevance to the desired competences for instructional leadership development. It was further learnt that there existed an absence of context specific recruitment, selection and retention strategies for instructional leaders. It is, therefore, concluded that the instructional leadership development practices of Ethiopia, seemed to have been deviating from expectations. Hence, it is recommended that there is a need to design a national instructional leadership development framework based on which the instructional leadership curriculum development and implementation practices could be managed. The recruitment, selection, and retention strategies should also involve incentive packages that could attract competent candidates to the profession. It is further recommended that there is a need to promote positive mindset exercises for instructional leaders to take their own professional development initiatives.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"33 1","pages":"50 - 65"},"PeriodicalIF":0.0,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84094478","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 : 2022-10-15DOI: 10.1177/10526846221134010
Koksal Banoglu, R. Vanderlinde, Munevver Cetin, Koen Aesaert
A principal’s technology leadership (TL) practices can facilitate information and communication technologies (ICT) integration into K-12 schools, alongside a drastic change in teachers' organizational behaviors to accompany this technological and cultural transformation process. However, there is little evidence of which TL practices contribute to such a holistic change in school culture; that is, the learning organization (LO) culture stimulating teachers' individual and collective professional learning orientations in tandem. The purpose of this paper is twofold. The first is to identify distinct profiles of LO culture in schools, based on teachers’ professional learning orientations. The second is to explore how a principal’s TL practices are related to teachers’ endorsement of these LO profiles. Data were drawn from 1105 teachers and 58 principals in 69 K-12 schools in Turkey. Multilevel latent profile analysis was used to uncover latent LO profiles with similar professional learning orientations. The resulting profiles were regressed on principals' TL practices, measured against the International Society for Technology in Education-Administrators (ISTE-A) standards. Teachers' professional learning orientations fell into high, moderate, and low-level LO profiles. The “systemic improvement” ISTE-A standard, including TL practices such as a principal’s data-driven decision making, school benchmarking, and technology-oriented staff employment, proved to be a significant predictor of a high-level LO profile. The school stage and teacher’s age were also found to be associated with that profile. Overall, we conclude that TL practices may have far-reaching implications for teachers’ professional learning orientations and school culture.
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