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Articles 1 - 11 of 11
Full-Text Articles in Education
Fostering The Multicultural Efficacy Of Principal Candidates, Karen D. Jones
Fostering The Multicultural Efficacy Of Principal Candidates, Karen D. Jones
Journal of Organizational & Educational Leadership
This mixed methods study was completed with principal preparation candidates. Data was collected using the Multicultural Efficacy Scale (MES) and focus group interviews. Principal candidates’ multicultural efficacy was measured before and after participating in monthly diversity seminars and reflections. The diversity seminars provided first-person storytelling from diverse members of school communities including individuals from different LGBTQ, race, religion, socio-economic status, and language backgrounds. The study found principal candidates had improved multicultural efficacy at the end of the year-long diversity series. Research shows this could lead to supportive behaviors as social justice-oriented school leaders.
A Case Study For The Leadership Initiative For Supporting (Bilingual) Teacher Acquisition (Lista), Sarah M. Straub, Brian Uriegas, Tingting Xu
A Case Study For The Leadership Initiative For Supporting (Bilingual) Teacher Acquisition (Lista), Sarah M. Straub, Brian Uriegas, Tingting Xu
Journal of Organizational & Educational Leadership
This paper presents a qualitative pilot study program evaluation of the Leadership Initiative for Strategic (Bilingual) Teacher Acquisition (LISTA) program in a rural region of Texas. The LISTA program aimed to empower bilingual leaders in education by addressing the limited availability of leadership coaching, particularly tailored to recognize and affirm the cultural capital of Hispanic/Latino leaders. The sessions were organized and developed by an experienced leadership coach with a strong focus on equity and social justice in the education and nonprofit sectors. Through a methodology encompassing open-ended survey questions, focus groups, and reflective journals, this evaluation assesses the program's impact …
Adjunct Faculty & Institutional Identity: Toward A Model For Acculturation, Tanya M. Tarbutton, Jill L. Swisher
Adjunct Faculty & Institutional Identity: Toward A Model For Acculturation, Tanya M. Tarbutton, Jill L. Swisher
Journal of Organizational & Educational Leadership
Institutions of higher education (IHEs) are charged with instilling institutional identity among all employees and this is particularly true for smaller Christian IHEs committed to the Great Commission. Following a case study of a recently dissolved institution, this article suggests that it may be worth the investment to effectively generate institutional identity among adjunct faculty even if doing so requires additional funding or capital. In this paper the authors draw on the tenets of organizational socialization theory coupled with a prescribed curriculum as a conceptual framework designed to generate institutional identity among adjunct faculty. The authors highlight a multi-phased model …
An Exploration Of The Relationship Between Leaders’ Cultural Competence And Academic Outcomes In Texas Public Schools, Summer Pannell, Brian Uriegas, Juliann Sergi Mcbrayer
An Exploration Of The Relationship Between Leaders’ Cultural Competence And Academic Outcomes In Texas Public Schools, Summer Pannell, Brian Uriegas, Juliann Sergi Mcbrayer
Journal of Organizational & Educational Leadership
This study explored the cultural knowledge (CK) and cultural skills (CS) levels of Texas school leaders to determine if there was a relationship between cultural knowledge and cultural skill as well as between principals’ CK and CS levels and school academic outcomes. In comparing within-group scores, the results indicated CK scores were higher than CS scores in all participant groups. Between-group analysis revealed participants in non-Title I schools scored higher in CK, but Title I school leaders scored higher in CS. Results further indicated school leaders who identified as a member of a marginalized group scored higher in CS but …
A Cross-Cultural Comparison Of School Disciplinary Climate Between Asia And North America Using A Large-Scale International Dataset And Rasch Measurement Theory, Sijia Zhang
Journal of Organizational & Educational Leadership
School disciplinary climate influences student outcomes. As a result, examining differences in principals’ perceptions of disciplinary climate within and across countries and regions may shed some light on decreasing achievement gaps. The quantitative study examined how principals from different geographical locations perceive school disciplinary climate differently with a subset sample obtained from the Progress in International Reading Literacy Study (PIRLS) 2021 package. School disciplinary climate was measured using the School Discipline and Safety subscale from the School Questionnaire. Results suggested that there existed statistically significant differences in the difficulty ordering of school disciplinary climate across regions, and these differences were …
Perspectives From African American Male Rural School Leaders Regarding Targeted Recruitment Strategies For Future African American Male Rural School Leaders, Chameeka N. Smith, Portia Gibbs-Roseboro
Perspectives From African American Male Rural School Leaders Regarding Targeted Recruitment Strategies For Future African American Male Rural School Leaders, Chameeka N. Smith, Portia Gibbs-Roseboro
Journal of Organizational & Educational Leadership
African American male educators are becoming extinct in our current United States School system. Representing less than 2% of the teaching force, our recruitment efforts will need adjustments to increase this population of educators in schools (Bristol & Mentor, 2018; Goings & Bianco, 2016; Wallace & Gagen, 2019). To address this concern, our study explores the perspective of African American male rural school leaders on the need to recruit more African American males into educational professions. Through three semi-structured interviews, 60-90 minutes, we identified the lack of opportunities and targeted recruitment strategies for this population into the field of education. …
Changing Teacher Perceptions And Actions Through Trauma-Responsive Professional Development, Jason A. Smith, Marilynn Quick
Changing Teacher Perceptions And Actions Through Trauma-Responsive Professional Development, Jason A. Smith, Marilynn Quick
Journal of Organizational & Educational Leadership
Most teachers are not trained on how to support students who struggle with trauma. Childhood trauma not only impacts a teacher’s ability to teach, but also threatens their students’ futures. The purpose of this qualitative study was to investigate teachers’ perceptions and actions when they participated in trauma professional development. Interviews were conducted with 5 teachers and 10 students in a Midwestern urban intermediate/middle school. By the end of the study, teachers stated that they had begun responding to disruptions in more child-centered approaches, and students noticed that their teachers began treating all students more equitably in trauma-informed manners. The …
The Theory Of Educational Attachment, Marie Lawrence
The Theory Of Educational Attachment, Marie Lawrence
Journal of Organizational & Educational Leadership
Educational attachment bonding helps students to progress academically and to develop strong positive emotional ties with members of the educational community. This educational bond serves as a stabilizing factor and may serve to compensate for deficiencies in early attachment bonds and thus help students develop sound psychological health. Educational attachment bonds can be formed with teachers, school administrators and staff, academic club sponsors, athletic coaches, and staff or any member of the school community. The significance of Educational Attachment Theory demonstrates the need to train educational professionals on the necessity of developing secure attachment bonds with students and to reflectively …
A Survey Of Lessons Learnt From Covid-19 By School Administration Interns, Precious Guramatunhu Mudiwa, William M. Gummerson, Barbara B. Howard
A Survey Of Lessons Learnt From Covid-19 By School Administration Interns, Precious Guramatunhu Mudiwa, William M. Gummerson, Barbara B. Howard
Journal of Organizational & Educational Leadership
The COVID-19 pandemic brought unprecedented challenges that threatened the quality and rigor of school administration internships. A survey administered to school interns in a principal preparation program at a large comprehensive university in the southeastern part of the United States revealed a huge difference in experiences and support that students received, based upon differences in existing school infrastructure and their supervising principal. The pandemic necessitated the principal preparation program adapt some internship requirements. The number of hours required to complete the internship was reduced. The building of authentic relationships with students became a greater priority. Finally, more flexibility was allowed …
Differentiating Leadership Styles And Behaviors Of Teacher-Leaders, Joshua Desantis, Stacey N. Dammann, Anastasia Clayton
Differentiating Leadership Styles And Behaviors Of Teacher-Leaders, Joshua Desantis, Stacey N. Dammann, Anastasia Clayton
Journal of Organizational & Educational Leadership
The rapidly changing landscape of education necessitates that schools build the capacity to swiftly pivot to new modalities, curriculum, and operations models. Much of the onus for positively responding to these changes falls to teacher-leaders. In many schools, teacher leaders are untrained and designated by virtue of their seniority. The authors posit that differences exist in the leadership styles and behaviors of professional educators depending on their role, status, and professional learning journey. Findings from the present study affirm the existence of some of these differences and, thus, could inform future efforts to designate and train teachers for leadership roles …
A Creative Approach To Promoting And Discussing Social Emotional Learning, Lori B. Doyle, Jill L. Swisher
A Creative Approach To Promoting And Discussing Social Emotional Learning, Lori B. Doyle, Jill L. Swisher
Journal of Organizational & Educational Leadership
Social emotional learning (SEL) is an important topic in education and a desired area of professional development for teachers. This conceptual essay offers a creative approach in promoting and discussing SEL through the use of haiku poetry. The tenets from the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework were synthesized into key concepts and presented as haiku poems as a pedagogical exercise to increase awareness on SEL.