Leading for Educational Equity and Change: A Case Study of Assistant Principals’ Beliefs and Actions
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Hood College Education
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Hood College Organizational Leadership
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Attribution 3.0 United States
Abstract
This study about Assistant Principals responds to the call for educational leaders to meet the needs of those student-scholars who are marginalized, disenfranchised and forgotten. Administrators are increasingly responsible for ensuring an equitable learning environment in schools. When school leaders commit to educational equity (i.e., fairness, access, and opportunity), they enhance teacher guidance towards influencing equitable student outcomes. This qualitative case study examined assistant principals’ perspectives around leading for educational equity and change and sought an understanding of what assistant principals are doing to make education more just. The research questions were: 1. What are assistant principals’ perspectives of their role in leading for educational equity? 1a. What are assistant principals’ beliefs around leading for educational equity? 1b. What are assistant principals’ actions in leading for educational equity? Seven assistant principals from a large, Mid-Atlantic public school district who were engaged in equity initiatives comprised the sample. A survey was sent to all 59 assistant principals in the district, and 15 were completed for analysis. Additional data sources from the sample of 7 selected participants included virtual, semi-structured interviews, equity artifacts, a self-anchoring scale, and open coding identified key words from the transcripts, scales, and surveys, and focused coding identified trends. Findings of the study included: building positive and genuine relationships is key; (b) equity in scheduling; (c) interviewing and hiring for excellence and diversity; (d) professional development around equity, anti-racism, and culturally responsive teaching; (e) being a lifelong learner; and (f) parent/community engagement. These findings provide insight on the lived experiences of assistant principals who are leading for educational equity. The findings can support assistant principals to learn from colleagues who are leading for educational equity and use that learning to promote equitable leadership practices on their campuses. The findings also provide heightened awareness and urgency for providing professional development to support future administrators to become educational equity leaders. Equally important, the findings provide insight to guide the development of knowledge and skills for strategic planning and implementation to support culturally relevant instruction and, ultimately, the overall improved performance for student-scholars. Finally, the results can be used to help school districts and institutions of higher education as they prepare future administrators to be strong, resilient leaders for educational equity.