A "Re"-New-"ed" Paradigm in Successful Urban School Leadership: Principal as Community Leader

Autor/in	Khalifa, Muhammad
Titel	A "Re"-New-"ed" Paradigm in Successful Urban School Leadership: Principal as Community Leader
Quelle	In: Educational Administration Quarterly, 48 (2012) 3, S.424-467 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X11432922
Schlagwörter	Principals; Instructional Leadership; Community Leaders; Administrator Role; Parent School Relationship; Community Relations; Context Effect; Academic Achievement; Advocacy; Urban Schools; Ethnography; Research Methodology; Longitudinal Studies; High Schools; Participant Observation; African American Leadership; Leadership Styles; Racial Differences; Administrator Attitudes; Nontraditional Education; Politics of Education; Trust (Psychology) + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Community leadership; Gemeindeleitung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schulleistung; Sozialanwaltschaft; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ethnografie; Research method; Forschungsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; Oberschule; Teilnehmende Beobachtung; Führungsstil; Rassenunterschied; Non-traditional education; Alternative Erziehung; Educational policy; Bildungspolitik
Abstract	Purpose: This article examines the impact that a principal's community-leadership has on school-community relations and student outcomes. Comparisons are drawn between leadership behaviors that emphasize school-centered approaches and community-centered approaches. Research Methodology: Ethnographic research methodology was conducted over a 2-year period, during which the researcher conducted participant observations, interviews, and descriptive and interpretive memoing. Findings: The principal's role as community leader--including high principal visibility in the community and advocacy for community causes--led to trust and rapport between school and community. Consequently, parents who were previously hostile changed their relationship with school, and supported his or her handling of their children. This led to improved academic outcomes for students. Implications: This study has implications for how principals view their role, presence in, and relationship with the community. It also offers reflection on how and where the center of school-community relationships should be (i.e., school vs. community). (Contains 1 table.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10