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1.
A review of student discipline and suspension data disaggregated by race highlights how school leader biases influence disciplinary decisions. Yet, the majority of principal preparation programs have failed to develop structures and norms that result in critical conversations pertaining to race and racial inequities. This article is written from a stance that school leaders must move away from traditional leadership approaches and toward a social justice leadership orientation that creates critical spaces and discourses, empowers communities, and enables the adoption of social justice practices in all aspects of the school. After reviewing literature on critical race theory and social justice leadership, three leadership action areas are recommended to support principals and assistant principals in closing the racial discipline gap.  相似文献   

2.
This paper reports on the results of an exploratory study focusing on the perceptions of elementary school principals who espouse a critical multicultural approach and show signs of a social justice leadership style. The study has taken place in an ethnically divided society (Cyprus) in which the political situation seems to influence the ways in which school leaders perceive issues of justice and multiculturalism. Semi-structured, in-depth interviews were conducted with 10 principals who espoused a critical multicultural approach and subscribed to values of social justice leadership. The analysis of these principals’ interviews reveals two important findings—one concerning the conceptualization of critical multiculturalism in a society that suffers from ethnic division and the other concerning the contextualization of social justice leadership in this setting. The paper discusses the implications for leadership preparation programmes and for future research on social justice leadership and critical multiculturalism.  相似文献   

3.
This study examined how four principals in urban middle and senior high schools with a social justice orientation responded to hypothetical scenarios involving teacher prejudice. The principals in this study did not reference their leadership preparation programs in describing the evolution of their equity-focused leadership philosophies, nor did they reference theory. Rather, the principals were predisposed to support the goals of equity and fairness because they believed they had a moral obligation to do so. The research suggests that school leaders who enter the position with a predisposition for equity and fighting injustice may be better equipped to handle scenarios involving prejudice in ways that advance the overall goals of social justice.  相似文献   

4.
This article is part of the International Successful School Principalship Project (ISSPP) and aims to analyse the success factors of two Spanish secondary school principals working in the line of social justice in challenging contexts. The factors are arranged in traits and beliefs of principals and in the strategies they used to bring successful leadership. The article concludes by showing a model of leadership that emphasizes both personal and professional characteristics of principals and their central role as agents of social change.  相似文献   

5.
This article describes a qualitative study of the feminist educational leadership of three co-educational secondary school principals in New Zealand. The findings showed that while each of the women was committed to many of the same ideals, such as leading for social justice, how each went about and achieved that was unique and dependent upon their individual value systems and the cultural and socio-economic mix of the student body they were working with. The women were not passive reactors to the demands of political and school community forces. Rather, they were active and creative in constructing their own feminist leadership practice to effectively meet the needs of their students.  相似文献   

6.
The recent presidential election and an increase in anti-immigrant rhetoric and deportations foster greater uncertainty and fear in Mexican American immigrant communities. In the border city of El Paso, Texas, teachers and principals report how fear and uncertainty negatively impact their campuses, students, and school-family relationships. The purpose of this article is to prompt a regional and national discussion about the preparation of principals who work in Mexican American and immigrant communities, because current professional standards and so-called “best-practices” in school leadership do not sufficiently address the critical social justice issues central to supporting students and families in the present and immediate future. To catalyze this dialogue, I offer five school leadership recommendations developed in collaboration with El Paso teachers and school leaders working in Mexican American immigrant communities. I hope scholars, educators, policymakers, parents, and activists will collectively consider these recommendations as well offer other viable solutions, strategies, practices, and approaches to preparing school leaders in these uncertain and unjust times.  相似文献   

7.
The roles of principal leadership in change management have long been documented. The key concern to examine in this study was the dilemmas and measures confronting principals’ when they led changes to instigate inclusive education in Hong Kong. Thus, this paper aims to report sources of dilemmas and how principals tackled them in the change process. Ten principals of schools recognized for effective inclusive education practices were interviewed in a qualitative study. Findings suggested that the process of leading change was very complex. Two dilemmas were identified: (a) principals’ struggles between benefits and issues of participating in inclusive education and (b) autocratic initial decisions versus need for staff involvement. The second dilemma stemmed from not involving key staff while the implementation required their active participation. Thus, the existing organizational culture and personnel capacities became obstacles required for the success of inclusive education. The leadership measures to tackle the obstacles began by building a shared vision which in turn required both transactional and transformational leadership activities in order to increase teacher commitment to reforms. This study has contributed to change leadership theories in affirming the need to include socio-political contexts in examining leadership decisions toward school reforms.  相似文献   

8.
This study investigated how tacit knowledge was used by expert and novice principals during problem-solving situations. Through the use of a phenomenological, qualitative approach, novice principals were compared with expert principals as both went about their daily tasks of school leadership. Results of the study contribute to the research on effective leadership and offer implications for leadership training models. Results suggest that experience may not be the most critical factor in expertise.  相似文献   

9.
Currently educational research literature demonstrates wide discussion and endorsement of ‘distributed’ leadership while concurrently traditional, hegemonic forms prevail in practice. This article investigates understandings about educational leadership held by Australian school principals. The article describes the contradictory conceptions about educational leadership currently in circulation. It interrogates underlying assumptions and questions how both hegemonic and newer leadership conceptions and assumptions serve educational leaders. Data from principals around the country and across education systems reinforced the predominance of un-theorised or under-theorised notions about leadership, with similar assumptions found in important policy artefacts and practices. This article emerges from interviews with 100 principals focusing on their professional learning needs, which revealed interesting ideas, issues and dilemmas concerning ‘leadership’. It fills a gap in research on distributed leadership by exploring contradictions inherent in policy, practice and understandings in this area. The article is structured into four sections. First, extant literature on this topic and the research are explained. Second, the article focuses on principals' conceptions about leadership and those inherent within important policy and practical artefacts. A discussion of the findings focuses on the discrepancy between theory and policy endorsement and the views of practitioners. Finally, the article canvasses the implications of the research.  相似文献   

10.
As elementary school principals increase efforts to stimulate school‐based development, they face complex and often conflicting choices about ways to make decisions, strategies to support teacher development, and approaches that foster a constructive working environment. This paper examines how forty‐six elementary principals respond to tensions in an inservice program designed to facilitate their leadership development through participation in school improvement projects. Most view tensions as problems to solve [as comptrollers, accommodators, or processors]; a few live as provocateurs and construe tensions as dilemmas to manage. The effectiveness of school‐based development depends on the capacity of principals, in concert with their teachers, to understand and consistently cope with tensions that emerge as they try to improve their individual and collectives practices.  相似文献   

11.
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12.
As the demand for schools to become more effective and efficient learning communities increases, the need for principals to cultivate broad‐based, skilful participation in the work of leadership is essential. It is important for educational leaders to recognise the significance of their role in technology implementation and utilisation. They should be proficient in the use of technology and then provide leadership in the use of technology for administrative, instructional, and learning functions. Relatively few studies have empirically examined the level of computer use by principals, their perceived computer competence and their leadership style. This paper will report on these issues from an initial analysis of baseline data gathered from 30 secondary school principals in Tehran, a large province in Iran. Findings indicate that school principals spent a few times a week working on their computers and they had moderate levels of information technology competency. This paper also suggests that transformational leadership can help school leaders increase successful use of technology in schools. Hence, policy makers must design professional development programmes, such as leadership studies, in order to teach the components of transformational leadership: idealised influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators.  相似文献   

13.
Few studies have investigated what occurs inside charter schools with respect to instructional leadership, teaching, and learning. To address this gap in the literature, this case study examines two major issues: how the principals at four charter schools enact instructional leadership in their respective schools, and what barriers the principals encounter when enacting instructional leadership at their school sites. The results highlight three main categories of instructional leadership practices: developing a school mission, managing curriculum and instruction, and promoting school climate and culture. In addition, the data reveal that while the principals attempted to engage in instructional leadership, they encountered barriers related to budgeting and staffing. The paper broadens the scholarly understanding of instructional leadership in schools with high levels of autonomy.  相似文献   

14.
This paper provides a basis for a tentative framework for guiding future research into principals’ identity construction and development. It is situated in the context of persisting emphases placed by government policies on the need for technocratic competencies in principals as a means of demonstrating success defined largely as compliance with demands for the improvement in student test scores. Often this emphasis is at the expense of forwarding a broader view of the need, alongside these, for clear educational values, beliefs and practices that are associated with these. The framework is informed by the theoretical work of Wenger and Bourdieu as well as recent empirical research on the part played by professional identity and emotions in school leadership. In the paper, we highlight different lines of inquiry and the issues they raise for researchers. We argue that the constructions of school leadership identities are located in time, space and place, and emotions reflect complex leadership identities situated within social hierarchies which are part of wider structures and social relations of power and control.  相似文献   

15.
Recent calls for social justice to be a key aspect of principal preparation have been made, but content related to the efficacy of dual language education has been a neglected area of educational leadership research, coursework, and principal preparation standards. We draw on scholarship focused on dual language education, social justice leadership, and the new Professional Standards for Educational Leadership to describe how principals can create dual language programs and lead for social justice and conclude with implications for preparation programs.  相似文献   

16.
School–community partnerships have shown promise as an educational reform effort. In these partnerships, schools expand their traditional educational mission to include health and social services for children and families and to involve the broader community. Such partnerships have been found to enhance student learning, strengthen schools and support struggling neighbourhoods. Little is known, however, about the implications for school and community leadership in different types of partnerships. A previous review of the literature indicated four basic types of partnership, each with a different scope and purpose and different implications for leadership. Informed by interagency, leadership and social capital theories, this article describes the leadership practices that support each model and the dilemmas these partnership leaders face. The overall goal of the article is to deepen understanding of leadership in these models in order to strengthen the conditions for school–community partnership success.  相似文献   

17.
This study explores how school principals perceive subversiveness and how they exercise subversion to transform policies, regulations and practices that they believe are counterproductive. This qualitative research employed semi-structured interviews with 18 elementary and secondary school principals in Metro Vancouver. Role theory was used to guide the inquiry and data analysis. Research results show that school principals have mixed feelings towards subversiveness given its negative political connotations. Although the negative image seems to go against the normative role expectations of school principals, this does not deter principals from the attempt to exercise subversiveness when they think it is good for their students. Principals have employed various strategies in their subversive activities in order to succeed at their work. This study suggests that leadership is essentially a subversive activity from which change occurs.  相似文献   

18.
This paper discusses the decision of Muslim female principals in Israel to don the hijab following their appointment to school principalship. This research employed narrative life-story interviews to understand the women's decision to alter their appearance and how this transition is connected to their role as female school principals in the indigenous Muslim community in Israel and the reaction they faced both in personal and professional spheres. The principals' narratives elucidate that transition to wearing the hijab was a matter of choice and collective belonging; it empowers them and affected their leadership style, although it also provokes others' resistance and reactions. Findings clarify the social and personal identity of Arab Muslim women school principals in Israel, and point to the need for consideration of traditional cultural contexts, to enrich managerial theory. This understanding also supports the argument that governmental and organizational policies and initiatives should recognize the diversity in Muslim women's backgrounds and the dangers of privileging mainstream women's perspectives.  相似文献   

19.
This article explains (a) why racial literacy—an understanding of the origins and function of race in US schools and society—is essential to the work of educational leaders, and (b) how educational leaders can improve their leadership through racial literacy. It introduces the concept of racial literacy as a first step to improving school leadership practices, to be followed by racial realism, racial reconstruction, and racial reconciliation in racially diverse school communities. The article concludes with recommendations and resources designed to advance the racial literacy of educational leaders and their teams as part of a broader commitment to inclusion and social justice in US schools.  相似文献   

20.
The purpose of the current study was to examine primary and middle school principals’ evaluations of their own instructional leadership behaviours, and thereby pay closer attention to the ideal instructional leadership behaviours suggested in the related literature and the realities of principals’ instructional leadership behaviours. Although studies in the instructional leadership literature have vastly examined instructional leadership and its relationship with various variables, few studies have focused on school principals’ evaluations of their instructional leadership behaviours using a qualitative approach. This study was framed to contribute to gain an insight into the essential characteristics of instructional leadership in Turkey and to suggest some educational implications for school leadership in a Turkish context. The researchers conducted a qualitative case study in a large city in South-eastern Turkey in the academic year of 2012–2013. The study group consisted of 11 primary and middle school principals chosen via a maximum variation sampling technique. It was found that some of the school principals painstakingly tried to improve school-related factors which may potentially increase positive student outcomes. However, they were not able to display some instructional leadership behaviours such as change management, promoting teachers’ professional growth, collaborating with teachers and forming a positive learning environment due to multifarious reasons. The study concludes by presenting implications for the development of school principals as instructional leaders in Turkey.  相似文献   

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