Leadership Challenges in Addressing Changing Demographics in Schools

Abstract

Principals who lead demographically diverse schools play an important role in changing the dynamics that often occur in these contexts. Consequently, principals must have the leadership skills to revolutionize teachers’ belief systems. Their energies are consumed with reshaping teachers’ instructional practices and focusing on improving student expectations. Teachers may oppose modification of their teaching practices due to fears of letting go of familiar ways of teaching. The inability to influence teachers will result in continual problems of low expectations, unfair discipline practices, and poor student performance.This study focused on (a) how principals perceived their leadership in responding to their schools’ changing demographics, and (b) the challenges they experienced in attempting to mediate across school groups. Administrators often questioned their leadership capacity in how to mediate racial differences that occurred in their schools as their student demographics changed. Findings revealed that European American leaders forwarded their responsibilities to the teachers of color, which resulted in ongoing tensions surrounding students of color. African American leaders fell into stereotypical roles, in which they were perceived as being hired to be the disciplinarian and having to prove their expertise on instructional and curriculum issues.

Preparing School Leaders to Confront Opportunity Gaps in Suburban Districts

“…To address feelings of isolation that can sometimes occur when working in majority White districts, some schools offer support groups to provide safe spaces in which teachers of color can share their experiences with each other and with administrators (Delpit, 2006;Preis, 2017). Districts seeking to increase their proportions of minority educator must not only make intentional recruitment efforts but also address retention by insuring that staff feel nurtured, safe, and valued by their school communities (Madsen & Mabokela, 2014).…”

“…Principals must provide encouragement and oversight to insure the implementation of the changes in practice identified through professional development (Johnson & Uline, 2005). They need to build relationships with staff that will allow for difficult discussions and ongoing dialogue about improving practices around equity (Madsen & Mabokela, 2014). They need to recognize and manage undermining influences such as rigid course pacing expectations, scheduling interruptions, colleague and parent pressure, and student absenteeismall of which can cause a default back to former unproductive practices (Torff, 2011).…”

“…Leaders must also be prepared to address challenges to change from parents around such issues as open-access to high-level courses, or from teachers in regard to requirements to differentiate for diverse students (Hynds, 2010;Madsen & Mabokela, 2014). They may face pressure from realtors and politicians who use district test scores and college admissions data as marketing tools, or from business leaders who want students prepared for specific types of work in local industries (Holme et al, 2014;Wells et al, 2014).…”

The Need for Professional Development of Educators: A Key to Improving the Culture of Teaching and Learning

“…When the principals are unable to influence educators positively, continual problems of low expectation, unfair discipline practices and poor learner performance will be encountered (Madsen & Mabokela, 2013). In a qualitative research study conducted among school principals in South Africa, to determine causal factors of ineffective management in schools, Msila (2011) found that of the 56 principals participated in the study, majority cited that the democratic policies that are entrenched by Teachers' Unions also contribute to their inefficiency and ineffectiveness to perform their duties without being intimidated.…”

IJELM 4(2) July 2016

“…Palabras clave: estudiantes de inglés; percepciones de los directores; liderazgo escolar; programas de segundo idioma His study presented here examines 22 elementary school principals' knowledge of the bilingual/second language programs that are implemented at their schools that are located in a metropolitan school district located in the south central region of the United States and serves many English Language Learners (ELLs). As the number of ELLs continues to increase in many regions of the US, elementary school educators are faced with the critical challenge of providing them an appropriate education (Madsen & Mabokela, 2014;Timberlake, Howell, & Staight, 2011). While teachers must provide effective instruction for ELLs so that they are successful in learning English and academic content (Short & Fitzsimmons, 2007), principals must also have the critical knowledge needed to support teachers in working with ELLs (Darling-Hammond, 2010;Graczewski, Knudson, & Holtzman, 2009).…”