Using an iterative mixed-methods research design to investigate schools facing exceptionally challenging circumstances within Trinidad and Tobago

Lisle, Jerome De; Seunarinesingh, Krishna; Mohammed, Rhoda; Lee-Piggott, Rinnelle

doi:10.1080/09243453.2017.1306570

Cited by 4 publications

(3 citation statements)

References 62 publications

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“…A cutscore of 80 was used for the FSLM, which had a range 0 to 155. De Lisle et al (2017) used a cutscore of 90 to identify SFECC.…”

Section: Methodsmentioning

confidence: 99%

“…There is a notable body of work on the leadership of high-poverty schools in several countries of the global South, notably in South Africa (Chikoko et al, 2015; Kamper, 2008; Lumby, 2015; Naicker et al, 2013; Van der Berg, 2008). Some work on leading high-poverty schools in Latin America and the Caribbean has also been published (Ahumada et al, 2016; Bellei, 2013; De Lisle et al, 2017; Riley et al, 2017). For Trinidad and Tobago, De Lisle et al (2017) hypothesized that successful leadership in SFECC might require dealing with the core elements of: (a) family and community poverty as beyond school factors and (b) quality of teaching and institutional practices as within-school factors.…”

Section: School Context Matters 2: the Unique Contexts Of High-povertmentioning

confidence: 99%

“…Some work on leading high-poverty schools in Latin America and the Caribbean has also been published (Ahumada et al, 2016; Bellei, 2013; De Lisle et al, 2017; Riley et al, 2017). For Trinidad and Tobago, De Lisle et al (2017) hypothesized that successful leadership in SFECC might require dealing with the core elements of: (a) family and community poverty as beyond school factors and (b) quality of teaching and institutional practices as within-school factors. However, much more work is needed to build robust and coherent Southern theory on leading high-poverty and low-performing schools.…”

Section: School Context Matters 2: the Unique Contexts Of High-povertmentioning

confidence: 99%

See 2 more Smart Citations

Leading high-poverty primary schools in Trinidad and Tobago – what do successful principals do?

Lisle¹,

Annisette²,

Bowrin-Williams³

2019

Educational Management Administration & Leadership

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In this study of high-poverty schools in Trinidad and Tobago, we (1) identified recurring patterns and generative mechanisms for successful principal leadership and (2) explored the utility of transformational, shared, and instructional leadership models. We argued that situational and country context are central to understanding school leadership and that the universality of some models might be limited. Using the lens of critical realism, we gathered evidence from a multiple case study of seven high-poverty schools. From the data, we constructed theory bridging leadership constructs of the global North with emergent local patterns and constructions. We found three meanings for successful leadership within this context, labelled as integrative, transformational and enabling, and academic-focused. The meanings attached to the in-vivo labels were consistent with the core components of shared, transformational, and instructional leadership. We extended these leadership meanings to describe specific activities and acts. Unique to this context was the data-centric focus of transformational leadership and the use of shared leadership as an early improvement strategy. Notably, however, academic-focused leadership was evident at only a few sites, possibly explaining the overall limited improvement trajectory.

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“…A cutscore of 80 was used for the FSLM, which had a range 0 to 155. De Lisle et al (2017) used a cutscore of 90 to identify SFECC.…”

Section: Methodsmentioning

confidence: 99%

Section: School Context Matters 2: the Unique Contexts Of High-povertmentioning

confidence: 99%

Section: School Context Matters 2: the Unique Contexts Of High-povertmentioning

confidence: 99%

See 1 more Smart Citation

Leading high-poverty primary schools in Trinidad and Tobago – what do successful principals do?

Lisle¹,

Annisette²,

Bowrin-Williams³

2019

Educational Management Administration & Leadership

Self Cite

View full text Add to dashboard Cite

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Insights on the Marginalization of Poor Children in the Education System of Trinidad and Tobago

Lisle

2019

Achieving Inclusive Education in the Caribbean and Beyond

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Ideological Distrust: Re-Understanding the Debate on State Ideology, Normalization of State-Religion Relationship, and Legal System in Indonesia

Suntana

2022

SSRN Journal

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Using an iterative mixed-methods research design to investigate schools facing exceptionally challenging circumstances within Trinidad and Tobago

Cited by 4 publications

References 62 publications

Leading high-poverty primary schools in Trinidad and Tobago – what do successful principals do?

Leading high-poverty primary schools in Trinidad and Tobago – what do successful principals do?

Insights on the Marginalization of Poor Children in the Education System of Trinidad and Tobago

Ideological Distrust: Re-Understanding the Debate on State Ideology, Normalization of State-Religion Relationship, and Legal System in Indonesia

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