Learning to lead socially just schools: an exploration of candidate readiness for equity-focused principal preparation in the United States

Stone-Johnson, Corrie; Gray, C.; Wright, Casandra

doi:10.1080/19415257.2020.1814386

Cited by 8 publications

(4 citation statements)

References 22 publications

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“…This type of a leader, however, is expected to put challenge on the teachers' ability and skills, innovativeness, and creativity. Moreover, a transformational school leader is one who considers teachers' needs, feelings, status, and individual goals [29].…”

Section: Transformational Leadership Theory and Teacher Commitmentmentioning

confidence: 99%

The Influence of School Heads on Teachers’ Commitment in Public Secondary Schools in Kagera Region, Tanzania

Kashamba,

Ngirwa,

Maulid

2023

ARJASS

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Teachers’ commitment plays a pivotal role in the success of any education system and the leadership provided by heads of schools is instrumental in shaping this commitment. Empirical research has consistently demonstrated a strong connection between instructional leadership and teachers’ commitment. In the context of Kagera Region, Tanzania, which has witnessed a decline in various aspects of education and human development, this study built upon transformational leadership theory and employed quantitative research approach, with a cross-sectional design to investigate the relationship between supervisory practices of heads of schools and teachers’ commitment in public secondary schools. The study collected quantitative data from a sample of 240 teachers in the Kagera Region. The quantitative data were collected using two instruments: The Leadership Scale adapted from Carless, Wearing, and Mann (2000) and the Employee Commitment Scale adapted from Mwamatandala and Muneja (2020). The primary hypothesis posited that supervisory practices of heads of schools significantly impact teachers’ commitment. The results revealed a substantial significant relationship between heads of schools and teachers’ commitment, demonstrating the importance of instructional leadership in shaping teaching commitment in schools. The study also revealed an avarage level of teachers’ commitment in performing their duties in schools. This finding raises important questions regarding teacher efficacy and leadership efficacy within Kagera Region's public secondary schools. The results underline the need for targeted interventions aimed at improving instructional leadership practices to boost teachers’ commitment. Pedagogically, the results implicate that qualitative data can provide a deeper understanding about which and how leadership practices influence teachers’ commitment.

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Section: Transformational Leadership Theory and Teacher Commitmentmentioning

confidence: 99%

The Influence of School Heads on Teachers’ Commitment in Public Secondary Schools in Kagera Region, Tanzania

Kashamba,

Ngirwa,

Maulid

2023

ARJASS

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“…, 2019). Leadership preparation programs did not often assess equity-related dispositions upon entry into the leadership profession and some school leaders reported that addressing equity was not a critical aspect of their leadership (Stone-Johnson et al. , 2021).…”

Section: Professional Learning For Equity-centered Leadersmentioning

confidence: 99%

“…Leaders were trained in instruction but did not know how to concurrently address issues of equity (Mayger and Provinzano, 2020;Miller and Martin, 2015). As leadership preparation programs and district-level professional learning expanded offerings and attention to equity centered leaders, many tended to look at leadership dispositions as broad behaviors, not as specific equity-focused beliefs (Stone-Johnson et al, 2021). Additionally, leadership standards (i.e.…”

Section: Professional Learning For Equity-centered Leadersmentioning

confidence: 99%

“…Professional Standards for Educational Leaders [PSEL] and National Educational Leadership Preparation Standards [NELP]) called on leaders to consider and think about injustice in law, policy, for example, but not necessarily to act to change them and there was no written expectation of disrupting a status quo (Farley et al, 2019). Leadership preparation programs did not often assess equity-related dispositions upon entry into the leadership profession and some school leaders reported that addressing equity was not a critical aspect of their leadership (Stone-Johnson et al, 2021). Research done by the Wallace Foundation (2013) noted the responsibilities for leaders include shaping a vision for academic success for all students; creating a climate hospitable to education; cultivating leadership in others; improving instruction; managing people, data and processes to foster school improvement.…”

Section: Professional Learning For Equity-centered Leadersmentioning

confidence: 99%

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Leading for equity: how principals experience professional learning

Clayton

Nganga

2022

JEA

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PurposeThis study examined how principals experienced professional learning that asked them to reflect on their own biases and beliefs, as well as to determine where there are systemic issues of inequity in their schools, and what they planned to do to address those challenges.Design/methodology/approachThrough interviews, observations, and documents, the authors explored the building and sustaining of equity mindsets in education.FindingsThe authors analysis led to four overarching themes that collectively answered the research questions about how the principals learned individually and in concert with each other. The themes included the power of the personal journey and commitment, the importance of building a network of support, the benefit of practice-oriented activities that disrupt power structures and inequitable practices in schools, and sustainability.Research limitations/implicationsThe study focused on a single institute and as such, findings are not generalizable, but may be transferable.Practical implicationsSchools and school districts may use the findings when designing professional learning, especially as it relates to leading with and for equity and in cross-district collaborations.Originality/valueThis contributes to the literature around concrete ways principals learn and reflect on enacting equity in schools.

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Learning to Lead for Equity and Social Justice through Critical Reflection and Autobiography

Nganga,

Jamison

2023

Urban Rev

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Learning to lead socially just schools: an exploration of candidate readiness for equity-focused principal preparation in the United States

Cited by 8 publications

References 22 publications

The Influence of School Heads on Teachers’ Commitment in Public Secondary Schools in Kagera Region, Tanzania

The Influence of School Heads on Teachers’ Commitment in Public Secondary Schools in Kagera Region, Tanzania

Leading for equity: how principals experience professional learning

Learning to Lead for Equity and Social Justice through Critical Reflection and Autobiography

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