2017
DOI: 10.1108/jea-02-2016-0018
|View full text |Cite
|
Sign up to set email alerts
|

Reflections on leadership preparation programs and social justice

Abstract: Purpose-Fundamental aspects of educational leadership preparation programs regarding social justice are embodied in program design elements, yet the scholarly community did not adequately address these issues. Design/methodology/approach-The essay suggests that organizational theories dealing with person-environment fit can shed light on the models, possibilities, and limitations of various preparation programs. Findings-The essay proposes a meta-conceptual framework that builds on Schneider's attraction-selec… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1

Citation Types

0
2
0

Year Published

2018
2018
2023
2023

Publication Types

Select...
4
2

Relationship

0
6

Authors

Journals

citations
Cited by 9 publications
(2 citation statements)
references
References 71 publications
(122 reference statements)
0
2
0
Order By: Relevance
“…The second new area of focus is on developing equity-minded, socially just leaders as a priority for leadership preparation (Merchant and Garza, 2015;Berkovich, 2017;Jones and Ringler, 2021). Building on various conceptions of social justice leadership are recent investigations of pedagogical approaches to its development, through reflection (Genao, 2021) and appreciative inquiry (Dos Santos, 2022).…”
Section: New Directionsmentioning
confidence: 99%
“…The second new area of focus is on developing equity-minded, socially just leaders as a priority for leadership preparation (Merchant and Garza, 2015;Berkovich, 2017;Jones and Ringler, 2021). Building on various conceptions of social justice leadership are recent investigations of pedagogical approaches to its development, through reflection (Genao, 2021) and appreciative inquiry (Dos Santos, 2022).…”
Section: New Directionsmentioning
confidence: 99%
“…As discussed previously in the literature on leadership self-efficacy, principals benefit most from personal mastery experiences, as well as the social support afforded to them in the school setting from constituents including: teachers, support staff, students and parents (Berkovich, 2017; Costa-Hernandez, 2010; Tschannen-Moran and Gareis, 2007). This is a direct connection to Bandura’s (1978) theory of reciprocal determinism, which explains the relevance of environmental factors, in addition to one’s cognitive and behavioral factors.…”
Section: Literature Reviewmentioning
confidence: 99%