The sudden closure of educational institutions amid the pandemic compelled school administrators to manage the crisis with little reaction time. Despite the stringent and exigent predicament, school principals had to amend and modify their leadership technique by adapting to varying levels of academic, technological, operational, and personal…

This paper explores the leadership of ECEC principals in the private sector in Chile, which is barely investigated worldwide. In Chile, 10% of children attending ECEC are enrolled in private centres. Following a tradition of qualitative research, a multiple case study was carried out, allowing the exploration of four private ECEC settings.…

Latinx youth exhibit educational leadership and possess unique insight into experiences of youth of color in K-12 schooling. Yet, adultism hinders authentic youth participation in educational decision making. In this study we address the following question: What types of behavior do K-12 school leaders demonstrate in response to Latinx youths'…

School administrators contribute to the macro and micro environmental factors that challenge the sustainability of African American teachers. Retaining African American teachers is a particular challenge for schools that serve high proportions of students of color living in households with low-income. Although some research focuses on the…

Purpose: During the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early career principals in the independent school sector from March to November 2020 in Victoria, Australia. It investigates transformative work that was undertaken…

This mixed methods study investigated teacher perceptions of the relationship between school leader visibility and teacher trust in that leader in two private Christian elementary and secondary schools of less than 1,000 students in California. A review of current available literature on this topic revealed three key themes: the positive effect a…

African American male educators are becoming extinct in our current United States School system. Representing less than 2% of the teaching force, our recruitment efforts will need adjustments to increase this population of educators in schools (Bristol & Mentor, 2018; Goings & Bianco, 2016; Wallace & Gagen, 2019). To address this…

The purpose of the study is to create a deeper understanding of teachers' sense-making of principals' leadership in the context of collaboration within and beyond school. Data were collected over three years, from semi- structured individual and group interviews with teachers, as well as a part of a teacher questionnaire. A qualitative content…

Federal mandates require special education teachers to implement evidence-based practices (EBPs) to support student learning to the extent practical. There are 28 identified EBPs specifically designed for teaching students with autism spectrum disorder (ASD). Preparing special education teachers to implement EBPs with fidelity remains a challenge.…

Throughout the COVID-19 pandemic, principals have taken on increased responsibilities. Principals who are thriving are praised for their resilience while those who are struggling are inundated with calls to build their resilience. In this conceptual article, we problematize the overemphasis on individual responsibility that is implicit in…

The study aimed to address rural school principals with unique challenges and responsibilities who have the critical task of attracting and retaining skilled teachers. These schools often face challenges in hiring and keeping quality teachers due to their remote locations, low salaries, and additional workloads. The research focused on identifying…

COVID-19 requires educational leaders to collectively make sense of their inclusive practices. This qualitative study explores how COVID-19 crisis shaped Israeli superintendents' and principals' role in fostering school sense-making processes during a reform based on Amendment No. 11 to the Special Education Law. Data were collected with 22 Jewish…

Compassion fatigue and secondary traumatic stress can be exhausting for education leaders. The good news, says district administrator Mona Johnson, is that they can also be prevented.

How do principal learning opportunities need to change, and who should be leading this change effort? The school district central office plays a vital role in principal learning by providing supervision and support for principals. Just as teachers need ongoing learning opportunities and support from their principals to provide high-quality…

It has been suggested that the best way to improve student learning is to improve teacher practice. In order to do so, all levels of the educational system must accept accountability for teacher learning. Teachers have a responsibility to improve their practice, administrators have a responsibility to create an environment that fosters growth, and…