Using Multiple Leadership Frames to Understand How Two School Principals Are Influencing Teachers' Practices and Achievement of Hispanic English Learners

Autor/inn/en	Torres Clark, Jane; Chrispeels, Janet H.
Titel	Using Multiple Leadership Frames to Understand How Two School Principals Are Influencing Teachers' Practices and Achievement of Hispanic English Learners
Quelle	In: Journal of Educational Administration, 60 (2022) 3, S.303-322 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torres Clark, Jane) ORCID (Chrispeels, Janet H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-03-2021-0054
Schlagwörter	Hispanic American Students; Principals; English Language Learners; Leadership Styles; Language Fluency; Culturally Relevant Education; Student Characteristics; Instructional Leadership; Administrator Behavior; Educational Practices; Cooperation; Urban Schools; Elementary Schools; Grade 3; Grade 4; Grade 5; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Principal; Schulleiter; Führungsstil; Language skill; Language skills; Sprachkompetenz; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungspraxis; Co-operation; Kooperation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Kalifornien
Abstract	Purpose: This study explored principals' leadership actions from three leadership frameworks, instructional, socio-cultural and cultural-psychological, to understand how each contributes to influencing teachers' work and learning opportunities for Hispanic English learners. Design/methodology/approach: The research was conducted as a case study, using multiple data sources, of two principals whose Hispanic students were successfully transitioning into English fluency. Findings: The data indicated that each leadership approach contributed to teacher expertise and engagement with students. Principals acted in culturally responsive ways, focusing on both teacher and student strengths, and promoting a growth mindset culture. Research limitations/implications: Although the study identified principal practices that supported teachers to more effectively educate Hispanic English learners, larger scale studies are needed to demonstrate a cause/effect relationship between actions and student learning. Practical implications: Strengths-based and growth mindset leadership beliefs and skills, if cultivated, can effectively interact with instructional and socio-cultural leadership skills to build a robust learning environment that influences positive student outcomes. Originality/value: This case study lays the conceptual groundwork for future studies involving more extensive samplings of schools and principals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01