Pub Date : 2021-01-01DOI: 10.1177/1052684621993051
Phillip A. Smith
This study explored the ways in which the race-gendered identities and lived experiences of Black male K-12 public and independent school leaders inform their leadership in support of students, community, and village. The study draws from critical theories and perspectives, including a framework of Black Masculine Caring (BMC), critical race theory, culturally relevant and responsive leadership, leadership for social justice, and their relationship to and with a theory of Black male school leadership. The qualitative study used survey, phenomenological, and visual elicitation methods to examine the personal and professional experiences, philosophies, and praxis of 14 Black male school leaders. Study findings are presented as an intergenerational dialog with participants, based on their years of leadership experience. These leaders exhibit a liberatory care-based approach to leadership as an expression of social justice advocacy, civil rights activism, community and evidenced action-orientated commitment to a dismantling of structured and systemic forms of racism, anti-Black racism entrenched segregation, and other inequities that discriminate and disproportionately marginalize significant numbers of students and their communities. As captured through the narratives shared, this is evidenced through greater, and positively encouraged, levels of parental and other community member involvement in school activities, as a core aspect of the leadership and decision-making processes. The research expands understanding of paradigms of critical race leadership and disrupts the normative educational leadership that ill-serve significant sections of our student populations and communities.
{"title":"Black Male School Leaders: Protectors and Defenders of Children, Community, Culture, and Village","authors":"Phillip A. Smith","doi":"10.1177/1052684621993051","DOIUrl":"https://doi.org/10.1177/1052684621993051","url":null,"abstract":"This study explored the ways in which the race-gendered identities and lived experiences of Black male K-12 public and independent school leaders inform their leadership in support of students, community, and village. The study draws from critical theories and perspectives, including a framework of Black Masculine Caring (BMC), critical race theory, culturally relevant and responsive leadership, leadership for social justice, and their relationship to and with a theory of Black male school leadership. The qualitative study used survey, phenomenological, and visual elicitation methods to examine the personal and professional experiences, philosophies, and praxis of 14 Black male school leaders. Study findings are presented as an intergenerational dialog with participants, based on their years of leadership experience. These leaders exhibit a liberatory care-based approach to leadership as an expression of social justice advocacy, civil rights activism, community and evidenced action-orientated commitment to a dismantling of structured and systemic forms of racism, anti-Black racism entrenched segregation, and other inequities that discriminate and disproportionately marginalize significant numbers of students and their communities. As captured through the narratives shared, this is evidenced through greater, and positively encouraged, levels of parental and other community member involvement in school activities, as a core aspect of the leadership and decision-making processes. The research expands understanding of paradigms of critical race leadership and disrupts the normative educational leadership that ill-serve significant sections of our student populations and communities.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"1 1","pages":"29 - 49"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88316338","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 : 2020-12-18DOI: 10.1177/1052684620980360
Erin Anderson, Sajjid Budhwani, Frank Perrone
This study describes the landscape of school leadership preparation programs in the United States, including pathways to the principalship (master’s, certification, educational specialist) and the delivery modes for each pathway (face-to-face, fully online, hybrid). First, data was collected from the Integrated Postsecondary Education Data on the number of degrees and certificates awarded by every postsecondary institution receiving U.S. federal student aid from 2013 to 2018. Then program websites were searched and coded by two independent coders. All discrepancies were resolved; the final dataset was analyzed using measures of central tendency. This study found that master’s programs were the most common route to the principalship, and there were more than double the number of master’s offerings than certification and more than double as many certification offerings than educational specialist. The most common delivery modes across each pathway were, from most prevalent to least: face-to-face, fully online, and hybrid. Ten states had an offering in every pathway and modality, but no individual university offered every pathway and modality. Twenty-one states had one or more universities that offered all pathways but not all modalities. Implications are that program faculty informed decisions about what pathways and modalities to offer, these data allow for sampling techniques that can help researchers conduct more inferential studies to measure the impact of leadership preparation on school outcomes, and these data allow for research that differs by pathway, providing a more nuanced understanding of preparation. Finally, this study serves as a call for a centralized database for tracking SLPP data.
{"title":"State of States: Landscape of University-Based Pathways to the Principalship","authors":"Erin Anderson, Sajjid Budhwani, Frank Perrone","doi":"10.1177/1052684620980360","DOIUrl":"https://doi.org/10.1177/1052684620980360","url":null,"abstract":"This study describes the landscape of school leadership preparation programs in the United States, including pathways to the principalship (master’s, certification, educational specialist) and the delivery modes for each pathway (face-to-face, fully online, hybrid). First, data was collected from the Integrated Postsecondary Education Data on the number of degrees and certificates awarded by every postsecondary institution receiving U.S. federal student aid from 2013 to 2018. Then program websites were searched and coded by two independent coders. All discrepancies were resolved; the final dataset was analyzed using measures of central tendency. This study found that master’s programs were the most common route to the principalship, and there were more than double the number of master’s offerings than certification and more than double as many certification offerings than educational specialist. The most common delivery modes across each pathway were, from most prevalent to least: face-to-face, fully online, and hybrid. Ten states had an offering in every pathway and modality, but no individual university offered every pathway and modality. Twenty-one states had one or more universities that offered all pathways but not all modalities. Implications are that program faculty informed decisions about what pathways and modalities to offer, these data allow for sampling techniques that can help researchers conduct more inferential studies to measure the impact of leadership preparation on school outcomes, and these data allow for research that differs by pathway, providing a more nuanced understanding of preparation. Finally, this study serves as a call for a centralized database for tracking SLPP data.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"71 1","pages":"103 - 125"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88419584","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 : 2020-12-17DOI: 10.1177/1052684620980362
Sheri S. Williams, Russ Romans, Frank Perrone, Allison M. Borden, Arlie Woodrum
The purpose of this case study was to explore the context and key features of a successful decade-long district and university principal preparation program. Despite the importance of such partnerships, long-standing partnerships appear to be far from the norm. The partnership was designed in collaboration with faculty at a flagship university in the American Southwest and district leaders in a large urban school system. At the initiation of the partnership, the school district faced challenges similar to other districts in ensuring a steady pool of quality school leaders. The study was grounded in theory and anchored in relevant scholarly literature. Research methods included data collected from a qualitative analysis of the perspectives of key personnel who co-created the principal preparation program and supplementary data from external evaluations conducted by recognized appraisers. Findings indicate that district–university partnerships are more likely to endure when the partners are able to strengthen shared goals, leverage existing assets, sustain trusting relationships, uphold mutuality of purpose, and support collaborative interactions. The implications and recommendations from the study may appeal to other providers of principal preparation programs who desire to adapt the lessons learned and build on the assets that exist in their own unique school and community contexts. Future research on long standing district–university partnerships may help inform states in their oversight of principal preparation programs and university and district partners who wish to start or sustain the recruitment, preparation, placement, and retention of quality educational leaders in contextually specific and complex school environments.
{"title":"A Case Study of Lessons Learned from a Decade of Success in Preparing and Supporting Quality School Leadership Through District–University Partnerships","authors":"Sheri S. Williams, Russ Romans, Frank Perrone, Allison M. Borden, Arlie Woodrum","doi":"10.1177/1052684620980362","DOIUrl":"https://doi.org/10.1177/1052684620980362","url":null,"abstract":"The purpose of this case study was to explore the context and key features of a successful decade-long district and university principal preparation program. Despite the importance of such partnerships, long-standing partnerships appear to be far from the norm. The partnership was designed in collaboration with faculty at a flagship university in the American Southwest and district leaders in a large urban school system. At the initiation of the partnership, the school district faced challenges similar to other districts in ensuring a steady pool of quality school leaders. The study was grounded in theory and anchored in relevant scholarly literature. Research methods included data collected from a qualitative analysis of the perspectives of key personnel who co-created the principal preparation program and supplementary data from external evaluations conducted by recognized appraisers. Findings indicate that district–university partnerships are more likely to endure when the partners are able to strengthen shared goals, leverage existing assets, sustain trusting relationships, uphold mutuality of purpose, and support collaborative interactions. The implications and recommendations from the study may appeal to other providers of principal preparation programs who desire to adapt the lessons learned and build on the assets that exist in their own unique school and community contexts. Future research on long standing district–university partnerships may help inform states in their oversight of principal preparation programs and university and district partners who wish to start or sustain the recruitment, preparation, placement, and retention of quality educational leaders in contextually specific and complex school environments.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"62 2 1","pages":"51 - 76"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78384200","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 : 2020-12-16DOI: 10.1177/1052684620980355
Youmen Chaaban, Rania Sawalhi
The purpose of this study was to explore novice teachers’ perceptions of professional agency in facilitating their development of a teacher leadership stance during the initial years of their work. Participants were thirteen novice teachers who had less than three years of teaching experience in Qatari government schools. Analysis of interview data revealed that novice teachers perceived professional agency in their reflections on university preparation; their commitment to students’ social and emotional well-being; and their “becoming” a teacher. They further practiced agency in their relationships with other teachers, and in their contributions to the wider school context. Accordingly, a total of six novice teachers reported a clear teacher leadership stance. By contrast, enacting professional agency was restricted according to seven novice teachers due to the presence of contextual factors which hindered their development of a teacher leadership stance. Implications of these findings to teacher education and school administration are discussed.
{"title":"A Professional Agency Perspective on Novice Teachers' Development of a Teacher Leadership Stance","authors":"Youmen Chaaban, Rania Sawalhi","doi":"10.1177/1052684620980355","DOIUrl":"https://doi.org/10.1177/1052684620980355","url":null,"abstract":"The purpose of this study was to explore novice teachers’ perceptions of professional agency in facilitating their development of a teacher leadership stance during the initial years of their work. Participants were thirteen novice teachers who had less than three years of teaching experience in Qatari government schools. Analysis of interview data revealed that novice teachers perceived professional agency in their reflections on university preparation; their commitment to students’ social and emotional well-being; and their “becoming” a teacher. They further practiced agency in their relationships with other teachers, and in their contributions to the wider school context. Accordingly, a total of six novice teachers reported a clear teacher leadership stance. By contrast, enacting professional agency was restricted according to seven novice teachers due to the presence of contextual factors which hindered their development of a teacher leadership stance. Implications of these findings to teacher education and school administration are discussed.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"14 1","pages":"548 - 568"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73118770","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 : 2020-12-16DOI: 10.1177/1052684620980359
J. Jimerson, Sarah Quebec Fuentes
Instructional leadership efforts are complicated when leaders and teachers do not share areas of expertise. Leaders work to bridge this divide through a number of approaches, such as collaboration with specialist personnel and the development of leadership content knowledge (LCK). The purpose of this study was to explore the organizational factors that help shape the ways school leaders enact instructional leadership when supervising in areas of (mis)match. Interviews with n = 31 teachers and school leaders indicated that organizational factors influenced the ways in which leaders understood and enacted their roles related to instructional supervision. Evidence also suggested the presence of organizational structures that could be reframed as robust, intentional supports to help school leaders develop LCK.
{"title":"Approaches to Instructional Leadership: Organizational Influences in Contexts of (Mis)match","authors":"J. Jimerson, Sarah Quebec Fuentes","doi":"10.1177/1052684620980359","DOIUrl":"https://doi.org/10.1177/1052684620980359","url":null,"abstract":"Instructional leadership efforts are complicated when leaders and teachers do not share areas of expertise. Leaders work to bridge this divide through a number of approaches, such as collaboration with specialist personnel and the development of leadership content knowledge (LCK). The purpose of this study was to explore the organizational factors that help shape the ways school leaders enact instructional leadership when supervising in areas of (mis)match. Interviews with n = 31 teachers and school leaders indicated that organizational factors influenced the ways in which leaders understood and enacted their roles related to instructional supervision. Evidence also suggested the presence of organizational structures that could be reframed as robust, intentional supports to help school leaders develop LCK.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"17 1","pages":"343 - 367"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81947078","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 : 2020-12-16DOI: 10.1177/1052684620980357
Justin V. Benna, Elyse Hambacher
In this article, we draw on the literature on trust to examine how elementary school principals make sense of superintendent trustworthiness. We examine trust in the context of the principal–superintendent relationship because it is the “social glue” needed for effective professional relationships where student learning and success is at the core. We used purposeful sampling and conducted fifteen in-depth, semi-structured interviews with five elementary school principals. Drawing on constructivist grounded theory guidelines, we describe the principals’ foundations of superintendent trustworthiness, including how they conceptualize trust, the importance of superintendent competence, and shared values between both parties. Participants viewed trust as a reciprocal two-way path, requiring vulnerability from both parties and occurring over time. The experiences of the five participants are helpful for principals and superintendents who wish to strengthen trust relations for the purposes of their leadership and for creating healthy, thriving school communities.
{"title":"Foundations of Superintendent Trustworthiness: Perspectives of Elementary School Principals","authors":"Justin V. Benna, Elyse Hambacher","doi":"10.1177/1052684620980357","DOIUrl":"https://doi.org/10.1177/1052684620980357","url":null,"abstract":"In this article, we draw on the literature on trust to examine how elementary school principals make sense of superintendent trustworthiness. We examine trust in the context of the principal–superintendent relationship because it is the “social glue” needed for effective professional relationships where student learning and success is at the core. We used purposeful sampling and conducted fifteen in-depth, semi-structured interviews with five elementary school principals. Drawing on constructivist grounded theory guidelines, we describe the principals’ foundations of superintendent trustworthiness, including how they conceptualize trust, the importance of superintendent competence, and shared values between both parties. Participants viewed trust as a reciprocal two-way path, requiring vulnerability from both parties and occurring over time. The experiences of the five participants are helpful for principals and superintendents who wish to strengthen trust relations for the purposes of their leadership and for creating healthy, thriving school communities.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"3 1","pages":"148 - 166"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84585416","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 : 2020-11-25DOI: 10.1177/1052684620972048
David S. Knight, Thomas M. Skrtic
Schools devote substantial resources to teacher professional development each year. Yet studies show much of this investment is directed toward ineffective short-term workshops that have little impact on instructional change or student outcomes. At the same time, more intensive job-embedded forms of professional learning, such as instructional coaching, require substantially more resources than traditional professional development. We report the results of a two-year study assessing the cost-effectiveness of instructional coaching through a design-based, continuous improvement research model. We study iterative, inquiry cycles in which educators collect data and make changes to the coaching model based on multiple rounds of implementation. We determined the effectiveness of coaching during each iteration by tracking the number of times teachers and coaches reached student-outcome based goals set during the coaching cycle. We assess the cost of implementing the coaching model for each of the three iterations by monitoring staff time allocations and other resource use. Results show that across five schools, the cost of the coaching intervention decreased substantially from the first iteration to the second iteration but increased moderately during the third iteration. Our findings suggest that coaching programs can become more cost-effective over time, as coaches and teachers refine their work together. While specific design features of the study limit generalizability of our findings, the study demonstrates how improvement science or design-based research can be combined with cost-effectiveness research to improve practice in local settings.
{"title":"Cost-Effectiveness of Instructional Coaching: Implementing a Design-Based, Continuous Improvement Model to Advance Teacher Professional Development","authors":"David S. Knight, Thomas M. Skrtic","doi":"10.1177/1052684620972048","DOIUrl":"https://doi.org/10.1177/1052684620972048","url":null,"abstract":"Schools devote substantial resources to teacher professional development each year. Yet studies show much of this investment is directed toward ineffective short-term workshops that have little impact on instructional change or student outcomes. At the same time, more intensive job-embedded forms of professional learning, such as instructional coaching, require substantially more resources than traditional professional development. We report the results of a two-year study assessing the cost-effectiveness of instructional coaching through a design-based, continuous improvement research model. We study iterative, inquiry cycles in which educators collect data and make changes to the coaching model based on multiple rounds of implementation. We determined the effectiveness of coaching during each iteration by tracking the number of times teachers and coaches reached student-outcome based goals set during the coaching cycle. We assess the cost of implementing the coaching model for each of the three iterations by monitoring staff time allocations and other resource use. Results show that across five schools, the cost of the coaching intervention decreased substantially from the first iteration to the second iteration but increased moderately during the third iteration. Our findings suggest that coaching programs can become more cost-effective over time, as coaches and teachers refine their work together. While specific design features of the study limit generalizability of our findings, the study demonstrates how improvement science or design-based research can be combined with cost-effectiveness research to improve practice in local settings.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"9 1","pages":"318 - 342"},"PeriodicalIF":0.0,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85492850","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 : 2020-11-07DOI: 10.1177/1052684620972068
Suraiya Hameed
This article unpacks the ideology of “cosmopolitan leadership,” a leadership theory that has surfaced from a qualitative study that examines the comparative analysis of global citizenship education (GCE) in two primary schools: one international school in Singapore and an independent school in Australia. This article unpacks the idea of “cosmopolitan leadership” and the features of this distinctive form of leadership in institutionalizing GCE in the respective contexts and schools. School leaders in both contexts, took an active role in driving GCE in the school, through the introduction of the international curricular model and by keeping themselves abreast with global curriculum initiatives and through curriculum innovation. These curricula initiatives assisted in the take-up of GCE that enabled the schools to attain their vision of developing global citizens. These were aligned to the schools’ as well as national policies and evidenced innovative approaches to address the complexity of contemporary diversity, as well as the demands of the global world. This response was situated in multiple influential contexts, which included the national contexts of the two schools, encompassing the nature and geopolitical positioning of each society, the provision of schooling, the nature of schools and the specific policies governing the two schools, and their market contexts, which have influenced their approaches towards GCE.
{"title":"Cosmopolitan Leadership in the Institutionalization of Global Citizenship Education: A Comparative Study of Singapore and Australia’s Practices","authors":"Suraiya Hameed","doi":"10.1177/1052684620972068","DOIUrl":"https://doi.org/10.1177/1052684620972068","url":null,"abstract":"This article unpacks the ideology of “cosmopolitan leadership,” a leadership theory that has surfaced from a qualitative study that examines the comparative analysis of global citizenship education (GCE) in two primary schools: one international school in Singapore and an independent school in Australia. This article unpacks the idea of “cosmopolitan leadership” and the features of this distinctive form of leadership in institutionalizing GCE in the respective contexts and schools. School leaders in both contexts, took an active role in driving GCE in the school, through the introduction of the international curricular model and by keeping themselves abreast with global curriculum initiatives and through curriculum innovation. These curricula initiatives assisted in the take-up of GCE that enabled the schools to attain their vision of developing global citizens. These were aligned to the schools’ as well as national policies and evidenced innovative approaches to address the complexity of contemporary diversity, as well as the demands of the global world. This response was situated in multiple influential contexts, which included the national contexts of the two schools, encompassing the nature and geopolitical positioning of each society, the provision of schooling, the nature of schools and the specific policies governing the two schools, and their market contexts, which have influenced their approaches towards GCE.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1052684620972068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72408884","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 : 2020-11-07DOI: 10.1177/1052684620972059
Maysaa Barakat, J. Lakin, Ellen H. Reames, Frances K. Kochan
The purpose of this article was to describe the foundational development of a conceptual framework for cultural competence of educational leaders based on an extensive literature review and to develop the CCEL instrument. Exploratory factor analysis (EFA) procedures were used on the data (n = 252) to determine the psychometric properties of the CCEL and its validity and reliability. The purposefully selected participants were Master’s degree students in educational leadership programs with University Council for Educational Administration institutional membership. EFA of the data revealed three factors of cultural competence: cultural beliefs and motivation, cultural skills, and cultural knowledge.
{"title":"The Cultural Competence of Educational Leaders: Developing a Conceptual Framework and Assessment Tool for Leadership Development","authors":"Maysaa Barakat, J. Lakin, Ellen H. Reames, Frances K. Kochan","doi":"10.1177/1052684620972059","DOIUrl":"https://doi.org/10.1177/1052684620972059","url":null,"abstract":"The purpose of this article was to describe the foundational development of a conceptual framework for cultural competence of educational leaders based on an extensive literature review and to develop the CCEL instrument. Exploratory factor analysis (EFA) procedures were used on the data (n = 252) to determine the psychometric properties of the CCEL and its validity and reliability. The purposefully selected participants were Master’s degree students in educational leadership programs with University Council for Educational Administration institutional membership. EFA of the data revealed three factors of cultural competence: cultural beliefs and motivation, cultural skills, and cultural knowledge.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"20 1","pages":"483 - 501"},"PeriodicalIF":0.0,"publicationDate":"2020-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87770893","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 : 2020-11-03DOI: 10.1177/1052684620972067
Travis Lewis, Karen D. Jones, Matthew Militello, Randy Meisenhelder
As greater emphasis is placed on addressing critical school issues such as school-based mental health, violence prevention, and the effects of trauma, the utilization of school counselors should be examined to ensure that these uniquely-trained professionals are mobilized by school administrators to engage these issues. Q methodology was employed to explore how a convenience sampling of 32 current principals across varying demographics and grade levels conceptualize the role of the school counselor. The results of this study provide a rich understanding of how principals view school counselors in relation to the needs of their respective school communities. Evident is a clear and consistent emphasis of principals on the need for school counselors to have a strong rapport with their students. Discussed are additional steps that may be considered in further advancing the relationships between these two types of professionals, as well as insights to inform school principal preparation programs in how school leaders can appropriately utilize student services personnel.
{"title":"A Clear and Consistent Focus on Students: Principals’ Perceptions of the Role of School Counselors","authors":"Travis Lewis, Karen D. Jones, Matthew Militello, Randy Meisenhelder","doi":"10.1177/1052684620972067","DOIUrl":"https://doi.org/10.1177/1052684620972067","url":null,"abstract":"As greater emphasis is placed on addressing critical school issues such as school-based mental health, violence prevention, and the effects of trauma, the utilization of school counselors should be examined to ensure that these uniquely-trained professionals are mobilized by school administrators to engage these issues. Q methodology was employed to explore how a convenience sampling of 32 current principals across varying demographics and grade levels conceptualize the role of the school counselor. The results of this study provide a rich understanding of how principals view school counselors in relation to the needs of their respective school communities. Evident is a clear and consistent emphasis of principals on the need for school counselors to have a strong rapport with their students. Discussed are additional steps that may be considered in further advancing the relationships between these two types of professionals, as well as insights to inform school principal preparation programs in how school leaders can appropriately utilize student services personnel.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"67 1","pages":"3 - 26"},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76531195","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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