Teachers' Perceptions of African American Principals' Leadership in Urban Schools

Jones, Cornel

doi:10.4324/9781410608413-2

Cited by 2 publications

(2 citation statements)

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“…According to Southworth (2002), excellent head teachers were perceived as hard-working, positive thinkers with the ability to work as a team, overcome any form of adversity affecting the school, and set an excellent example as an instructional leader. Other scholars (Bush and Ng, 2019; Cranston, 2002; Jones, 2002; Wilson, 2004; Zaccaro, 2007; Zaccaro et al, 2004) have highlighted attributes denoting high quality that are similar to those proposed by both Southworth (2002) and Giles (2016), which are that a leader must exhibit integrity, passion, empathy, an innovative spirit, good communication skills, confidence, visionary thinking, courage, humility, the ability to empower others, inspiration, and optimism. Conversely, Crossley and Jarvis (2001) highlight the significance of context at all levels, especially the local level, in the delivery of quality education; the effect of context makes it hard to generalise leadership models to small schools.…”

Section: Literature Reviewmentioning

confidence: 95%

Challenges and strategies in managing small schools: A case study in Perak, Malaysia

Mansor¹,

Hamid²,

Medina³

et al. 2020

Educational Management Administration & Leadership

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This research examined leadership practices in the unique context of primary schools with smaller levels of enrolment, specifically small schools in Malaysia. These are schools with an enrolment of up to 150 students that are primarily located in rural areas. This study explored the challenges encountered by experienced head teachers of such schools and, more importantly, identified the strategies head teachers employed to overcome these challenges. This was achieved through a qualitative analysis of interviews conducted with experienced head teachers from five small schools. The findings demonstrate that all five schools faced similar challenges: financial constraints, a dilapidated infrastructure, lack of human resources, and competence-related issues among teachers. All respondents overcame these challenges with creativity and passion. They found alternative methods with which to generate school funds, adopted the role of learner leaders by developing their information and communication technology skills, and served as role models for instructional leadership. The findings will enable policymakers and school leaders, particularly those involved in small schools, to provide quality education for every child. Nevertheless, further studies involving a greater number of respondents are needed to understand the complex challenges involved in managing small schools and the optimal ways of overcoming these.

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Section: Literature Reviewmentioning

confidence: 95%

Challenges and strategies in managing small schools: A case study in Perak, Malaysia

Mansor¹,

Hamid²,

Medina³

et al. 2020

Educational Management Administration & Leadership

View full text Add to dashboard Cite

show abstract

“…Because of the cultural differences that resulted between the European American teachers and them, principals felt they had to prove they were competent as instructional leaders. African American principals experienced what Jones (2002) referred to as "image management" concerns. When persons of color enter into a leadership position in a predominantly white context, they have to deal with perceptions of being qualified.…”

Section: Cultural Differences and Group Boundariesmentioning

confidence: 99%

Leadership Challenges in Addressing Changing Demographics in Schools

Madsen

Mabokela

2013

NASSP Bulletin

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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.

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Teachers' Perceptions of African American Principals' Leadership in Urban Schools

Cited by 2 publications

References 0 publications

Challenges and strategies in managing small schools: A case study in Perak, Malaysia

Challenges and strategies in managing small schools: A case study in Perak, Malaysia

Leadership Challenges in Addressing Changing Demographics in Schools

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