Who is Framing the National Understanding of Educational Leadership Preparation and Practice?

Young, Michelle D.; Creighton, Theodore B.

doi:10.1076/lpos.1.3.222.7894

Cited by 4 publications

(2 citation statements)

References 4 publications

(7 reference statements)

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“…What are the consequences of addressing change, not in relation to federal mandates, but as a way to promote equity, leadership and scholarship? American school leadership preparedness programs give only token consideration to these cultural diversity issues (Cambron‐McCabe and McCarthy, 2005; Young and Creighton, 2002). Yet, CSEs are in positions to promote this culturally responsive vision by making a difference in the lives of students.…”

Section: Contemporary Chief School Executivesmentioning

confidence: 99%

Children's spirit

Boske

2009

International Journal of Educational Management

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PurposeThe purpose of this study is to increase awareness of the interactions among school leadership standards, cultural competence, and decision‐making practices for chief school executives.Design/methodology/approachTo achieve this objective, 1,087 chief school executives, who were members of the American Association of School Administrators (AASA) in 2006, completed an electronic survey. Respondents rank‐ordered eight leadership standards, from most to least important. These standards focused specifically on diversity issues promoted through school leadership programs within the USA (American Association of School Administrators, National Council for Accreditation of Teacher Education and Interstate School Leaders Licensure Consortium). Chief school executives also completed a 12‐item survey identifying what training they received during their graduate studies to help them meet the needs of diverse student populations.FindingsRespondents ranked the three most important diversity standards that promoted the success of all school‐age children; the remaining diversity standards that focused specifically on marginalized populations were ranked as less important. The least important diversity standard was the ability and willingness to reject any arguments of a one‐to‐one correlation between race and culture or race and intelligence. Respondents indicated that their school districts do not promote culturally responsive professional development – also that their school leadership preparation programs did not prepare them for equity issues emphasized in the national standards.Practical implicationsThe findings suggest that chief school executives might not have the ability or willingness to validate the cultural and ethnic experiences of the school communities they serve.Originality/valueUnderstanding the implications of responding to marginalization as an institutionalized concept is just beginning to surface in scholarship and research. The study increases awareness of the interactions among school leadership standards, cultural competence, and decision‐making practices for chief school executives and makes recommendations for practice and further research.

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Section: Contemporary Chief School Executivesmentioning

confidence: 99%

Children's spirit

Boske

2009

International Journal of Educational Management

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“…The states are authorizing a large number of administrators to fill the empty seats of the principals although a shortage of principals is reported in almost every educational report (Boehlert & O'Connell, 1999;Joerger, 2000;McAdams, 1998;Tirozzi & Ferrandino, 2001;Young & Creighton, 2002). It can be noticed from many pieces of literature that day by day the job of principal is losing its attractiveness and many teachers who even have leadership certificates are losing their interest in the job (Young & Creighton, 2002). Ten major factors which demotivate educators to apply for headship have been identified by (Cooley and Shen, 1999).…”

Section: Introductionmentioning

confidence: 99%

Working Under Pressure: How Are Head Teachers Inhibited and Challenged While Pursuing the Headship in Secondary Schools?

Ghulam Mustafa Kanwal,

Syed Abdul Waheed

2023

JASS

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This study explored what experiences head teachers had while pursuing secondary school headship when they were inhibited by various pressure groups inside and outside of the school. The study aimed at understanding, describing, and interpreting how do secondary school head teachers manage their headship role, and what are the storied experiences that they had while working as head teachers. The participants of the present study were head teachers (n=13) with a minimum of five years’ headship experience in public sector secondary schools within Sahiwal Division, Province of Punjab, Pakistan. By using of a narrative qualitative inquiry approach, data were collected from participants through semi-structured interviews who were selected purposively. Two main themes were identified after the data were recorded, transcribed and analyzed. The key findings pointed out that the head teachers of Public Secondary Schools continuously faced obstacles from pressure groups during their routine work. These pressure groups comprise of both internal and external pressure groups. The results of the study affirm the need to address these issues to enable the head teachers to work freely to foster quality education in the schools.

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Fifteen Years of Publication:Leadership and Policy in Schoolsand Its Scholarly Contribution Since Its Foundation

Oplatka

2017

Leadership and Policy in Schools

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Who is Framing the National Understanding of Educational Leadership Preparation and Practice?

Cited by 4 publications

References 4 publications

Children's spirit

Children's spirit

Working Under Pressure: How Are Head Teachers Inhibited and Challenged While Pursuing the Headship in Secondary Schools?

Fifteen Years of Publication:Leadership and Policy in Schoolsand Its Scholarly Contribution Since Its Foundation

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