Perceptions of African-American Principals' Leadership in Successful Urban Schools by Teachers of Color and European-American Teachers PDF Download
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Author: Alvis Cornel Jones
Publisher:
ISBN:
Category :
Languages : en
Pages : 302
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Author: Alvis Cornel Jones
Publisher:
ISBN:
Category :
Languages : en
Pages : 302
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Author: Darlene Morgan Brown
Publisher:
ISBN:
Category :
Languages : en
Pages :
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This study investigated teachers' perceptions of African-American principals' leadership and the extent to which those perceptions varied according to their race, gender, years of teaching experience, and years working with the principal. The results of this exploratory study are intended to enhance the empirical data reflecting the leadership characteristics of the African-American principal and to contribute to the research on leadership in general. The participants in this study consisted of 32 African-American principals and 164 teachers in schools representing 12 states during the 2004-2005 school year. Each teacher participant completed either an electronic or paper version of the Leadership and Management of Schools Survey Instrument (LMSS) which addressed the leadership and management traits of the principal and the demographic data on the teachers. The findings indicated that African-American principals are perceived as using high levels of transformational and transactional leadership. Additionally, results indicated that race influences the leadership credibility of the African-American principal. There did not appear to be a significant relationship between teachers' perceptions and gender of a teacher, gender of the principal, or both, and no relationship was found between the years of teachers' experience and their perceptions of the African-American principals. However, teachers' perceptions of African-American principals' leadership and management qualities increased positively with the number of years of experience working with the principal. Indications from these findings can be useful to universities, colleges, and school districts in making informed decisions concerning the training, recruitment, and placement of African-American principals.
Author: Lenoar Foster
Publisher: R&L Education
ISBN: 1607094908
Category : Education
Languages : en
Pages : 263
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Book Description
This book fills an educational void in the school leadership literature as it relates to historical, theoretical, intellectual and cultural understandings among those who prepare individuals for leadership in schools and for those who practice leadership in schools attended by significant numbers of African American students. Contributors to this volume are scholars whose research and service in schools have been important in understanding the historical, intellectual and cultural traditions that facilitate and support effective leadership and in schools where African American school leaders, teachers, students, parents, and their communities of support construct effective and productive 'cultures of empowerment and achievement'. It is these cultures that this volume addresses for their efficacy to support, empower, and sustain visible and measurable achievement among African American students.
Author: Gregory D. Henderson
Publisher:
ISBN:
Category : African American leadership
Languages : en
Pages : 175
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Book Description
Uneasiness about leading ethnically diverse urban schools implies that principals of color may have an important role in accomplishing their schools' goals. Findings from this study revealed that in areas of image administration and relationship development African-American principals and European American principals in urban schools perceive their principals' leadership in a different way. Results revealed that (a) African-American male principals were critical in creating an inclusive school among groups of ethnically diverse groups of students; (b) due to their racial affiliation, African-American principals played an important role in mentoring and providing an atmosphere of love and support; and (c) African-American male principals were responsible for ensuring that a belief system that encourages self respect, unwavering values and a student focus approach to leadership will help to ensure a positive and supportive learning milieu for all students in an urban school setting. Our schools are undergoing immense challenges as they evolve from mono-cultural nondiverse contexts to ones that contain ethnically diverse, multilingual, and costeffectively poorer children. In leading urban schools, African-American male principals must possess administrative skills to mobilize a diverse teaching staff so children in urban schools will succeed academically. Thus, if African-American male principals are to play this significant role, what critical functions of effective leadership are needed to work with a varied group of followers? The intent of this qualitative study will be to inspect the beliefs, values and leadership practices that African-American principals endorse to lead successful urban schools.
Author: Kofi Lomotey
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 202
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Book Description
This groundbreaking study fills a significant gap in educational research literature as it explores the problem of persistent and pervasive underachievement by African-American students in the public schools of the United States. Teacher quality, school resources, socio-economic status of students, cultural relevance of curriculum, and school leadership are a few of the factors that contribute to achievement or the lack of it by these students. Lomotey focuses on the impact of the African-American principal's leadership, its effect on the academic achievement of African-American students, and the day-to-day activities associated with school leadership. An early chapter reviews relevant research focusing on the connection between principal leadership and academic achievement in general. The extracted recurring qualities then form the basis for exploring whether African-American principals in more successful African-American schools possess the specific qualities suggested by the research. Lomotey finds that three additional and important characteristics are shared by his sample of principals: a deep commitment to the education of African-American children; a strong compassion for and understanding of both their students and the local community; and a sincere confidence in the ability of all African-American children to learn. The text is enhanced by two dozen tables that present the information discussed. An early chapter details the study's methodology with an overview and discussion of sampling and measurement procedures. Useful to students of educational administration, African American Principals: School Leadership and Success will also be of value in courses focusing on urban studies, school effectiveness, and school leadership. Black Studies programs addressing African-American education in America will find this a most necessary text. African-American educators--scholars and practitioners--as well as parents, community leaders, and other lay people will profit from the up-to-the-minute insights presented here.
Author: Betty Achinstein
Publisher: Teachers College Press
ISBN: 0807771481
Category : Education
Languages : en
Pages : 225
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This book examines both the promises and complexities of racially and culturally diversifying todays teaching profession. Drawing from a 5-year study of the lives of 21 new teachers of color working in urban, hard-to-staff schools, this book documents the tensions these teachers experience between serving as role models and fulfilling district and state mandates.
Author: Edrick George Moultry
Publisher:
ISBN:
Category :
Languages : en
Pages :
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This research study was conducted as a qualitative study on four African American male elementary principals. The qualitative research framework was selected to examine and give voice to the life experiences and leadership practices of four African American male administrators of urban elementary schools. The purpose of the study was to expand the limited research base regarding the lived experiences of the principalship from the participants' point of view as they are able to apprise other administrators on the issues of leadership in diverse school settings. The guiding questions were, (1) what personal characteristics attributed to these African American male principals success in elementary urban education; (2) how did the selected African American male principals exercise and interpret their acts of leadership; and (3) what were these African American male principals' perceptions about leadership as related to student outcomes in an urban elementary school. The results of this study yielded the following as it related to the voices of four African American male principals and their leadership in urban elementary schools:(1) many forms or ways of leading were practiced by the principals; (2) their upbringing or journeys to the principalship were different, however they wanted to make a difference in the lives of students; (3) the guidance from people around them played an instrumental part in the principal leadership practices; (4) they believed that hiring quality teachers was important to the success of the schools they led; and (5) they viewed acts of caring as essential to building relationships. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/152797
Author: June Gordon
Publisher: Routledge
ISBN: 1135699119
Category : Education
Languages : en
Pages : 131
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Book Description
Looks at the key reasons why students of color are not entering teaching. Containing interviews with over 200 persons of color, this book will enable us to understand the cultural, political and historical forces discouraging teachers.
Author: Rene O. Guillaume
Publisher: Rowman & Littlefield
ISBN: 1475851561
Category : Education
Languages : en
Pages : 497
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Book Description
This book is the second edition of the highly successful Handbook of Urban Educational Leadership. This book examines the uniqueness of the urban school and those in leadership roles that affect urban students and schools. It examines community, district, school, and teacher leadership influencing urban schools. This edition examines conceptualizations of urban ecologies as well as other critical geographies and how these shape understandings in educational contexts. Contributions for this edition focused on areas that examined social, technological, international and other processes with intersections of issues of race, class, and gender, power, politics, and capital and how they influence urban educational leadership. We also included place and space-based theories and discourses that influence urban realities, which include (but were not limited to): networks, assemblages, safe/brave space, placemaking, flow, thirdspace, homeplace, and urbanormativity.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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