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The inability of school leaders to staff the classrooms with qualified teachers and to retain them in the classrooms is a major educational concern. The failure to retain teachers hinders learning, disrupts program continuity, and affects of expenditures for recruiting and hiring (Shen, 1997). Few research studies investigate why new teachers decide to remain in the teaching profession and fewer studies examine why experienced teachers have continued in the field. Little is known about what experienced teachers think about their profession and what internal or external factors persuaded them to remain in teaching. Insight gained can provide better understanding of what motivates them to stay, and it may prove effective in guiding policies for retention. Grounded theoretical investigation, examined why experienced teachers choose to remain in an exurban school district. Interview data were collected from 25 experienced teachers with 10 years of teaching experience in the school district. The results of the study revealed that experienced teachers are motivated primarily internally but need external approval; they perceive their self-image as a teacher from the success of their students, the collegiality of fellow teachers, and from the pride of their families; they believe that school leadership can positively affect teacher retention; they believe that in the school atmosphere, interactions with students and colleagues positively affect teacher retention; and they believe that professional staff development has a positive and negative effect on teacher retention. These findings lead to significant implications and recommendations for schools and school districts. At the school level, school leadership plays a major role in teacher retention. Teachers appreciate administrators who provide them with opportunities for self-fulfillment, growth, and development; time for teacher-student interactions; and collaboration with their colleagues. It is imperative that school districts provide teachers with continuous staff development, competitive salaries, and salary increases to meet the demands of the economy. It is also vital for schools and school districts to value the voices of experienced teachers as an avenue to recruitment and retention. The information gathered from this research may be instrumental in improving working conditions that may encourage teacher retention. / Ph. D.

The principal's role has evolved over the past two decades with the accountability demands that are forcing changes in school practices. In the age of school reform, the principal of the twenty-first century must provide the structure; resources and support that schools need to succeed. Research indicated that successful school leadership makes important contributions to the improvement of student learning (Leithwood & Riehl, 2003). One common trait identified that principals consistently demonstrate when exercising leadership is highly developed communication skills (Gurr, Drysdale, & Mulford, 2006). Some principals are finding it increasingly difficult to meet the needs of all students, reduce the achievement gap, find viable strategies for reaching adequate yearly progress, and have chosen to address these critical concerns by implementing school reform models. The purpose of this qualitative case study was to examine the characteristics of the principal's communication in the operation of the Comer School Development model. The Comer School Development model's emphasis on certain conditions improved the characteristics of the principal's communication with all stakeholders. This information can be beneficial to principals in any school as well as a Comer School Development model to improve school effectiveness. Data collection included: (a) descriptive data, (b) one principal interview, (c) focus group (n=6) (d) seven observations, (e) and the results discussed in themes. / Ph. D.

Shifting demographics in the U.S. population, persistent disparities in achievement, and student discipline call for school leaders who are culturally responsive to the diversity present in their schools and communities (Brown, 2005; deBrey et al., 2019; Khalifa et al., 2016a). A review of the literature revealed that researchers maintain the position of assistant principal plays a crucial role in moving forward to the principalship and that this position should be leveraged as an embedded opportunity to learn, which can more effectively prepare leaders for the future role of principal amidst changing school demographics (Oleszewski et al., 2012). Without culturally responsive school leaders and school environments, oppressive systems will continue to thrive in our schools, creating a sense of urgency to carefully explore and understand the ideology of cultural responsiveness concerning school leadership (Khalifa et al., 2016). Culturally responsive leadership practices and behaviors have been noted as "one of the most recent extensions of the research regarding how to meet the needs of culturally diverse learners" (Kranzlein, 2019, p. 22). These practices and behaviors create inclusive school environments responsive to all students' needs (Harris, 2020; Hollowell, 2019; Khalifa et al., 2016a). The purpose of this study was to investigate elementary assistant principals' perceptions of their preparedness to lead in diverse school settings through the lens of the culturally responsive school leadership (CRSL) framework. Additionally, this study sought to identify specific professional development assistant principals perceived they needed to lead diverse schools and determine which components of the CRSL framework assistant principals currently utilize in their leadership practice. This quantitative study sample included 26 elementary assistant principals from a suburban PK-12 school division in Central Virginia. The research questions guiding this study were as follows: (1) To what extent do assistant principals perceive they are prepared to lead in diverse school settings? (2) What components of the CRSL framework do assistant principals currently utilize in their leadership practice? (3) What are self-reported professional development needs for assistant principals to lead in diverse schools? The research method included a researcher-developed survey titled the Self-Perceived Culturally Responsive School Leadership Preparedness Survey aligned to the CRSL framework created by Khalifa et al. (2016b). The survey instrument consisted of 17 items: one demographic question, 15 Likert-scale questions, and one open-ended question. The researcher used quantitative methodology techniques to analyze the data, including descriptive statistics. This study offers awareness into the perceptions of assistant principals' preparedness to lead in diverse school settings, identifies CRSL practices utilized by assistant principals, and identifies professional development needs to prepare assistant principals to lead in diverse schools. Results indicated that assistant principals perceive they are prepared to lead in diverse school settings as the building principal and that their duties and responsibilities have prepared them. Additionally, assistant principals indicated a need for professional growth opportunities focused on supporting the development of culturally responsive teachers in their schools and engaging students, parents, and Indigenous contexts. / Doctor of Education / The purpose of this study was to investigate elementary assistant principals' perceptions of their preparedness to lead in diverse school settings through the lens of the CRSL framework. The results of this study offer awareness into the perceptions of assistant principals' preparedness to lead in diverse school settings. Additionally, the study results identify CRSL practices utilized by assistant principals. It also discusses their professional development. In this quantitative study, a survey research design was used. The study was conducted in a PK-12 suburban public-school division in Central Virginia; the study sample included 26 elementary assistant principals. The research questions guiding this study were as follows: (1) To what extent do assistant principals perceive they are prepared to lead in diverse school settings? (2) What components of the CRSL framework do assistant principals currently utilize in their leadership practice? (3) What are self-reported professional development needs for assistant principals to lead in diverse schools? Results indicated that assistant principals perceive they are prepared to lead in diverse school settings as the building principal and that their duties and responsibilities have prepared them. Additionally, assistant principals indicated a need for professional growth opportunities focused on supporting the development of culturally responsive teachers in their schools and engaging students, parents, and Indigenous contexts. Recommendations for future studies and implications for practice were provided.

The COVID-19 pandemic placed greater demands on school leaders and caused ongoing disruption to teaching and learning. Faced with unprecedented challenges, school leaders have made critical changes in how they lead their school communities (Brinkmann et al., 2021). The study aimed to investigate the perceptions of elementary teachers within the United States concerning the identified leadership practices needed to cultivate teacher well-being before and during the global pandemic. A literature review revealed the commonalities in what highly effective principals do and their impact on student achievement (Grissom et al., 2021a). Researchers synthesized five practices of effective principals: instructional-focused interactions, building and fostering a productive school climate, facilitating collaboration, strategic management, and leading for equity (Grissom et al., 2021b). The study involved interviewing twelve elementary teachers' working in Massachusetts, North Carolina, Texas, and Virginia. The interview questions investigated the perceived leadership practices implemented by principals to foster teacher well-being before and during the pandemic. The research questions were as follows: (1) What leadership practices of elementary school principals do teachers perceive have positively impacted teacher well-being prior to the COVID-19 pandemic? (2) What leadership practices of elementary school principals do teachers perceive fostered teacher well-being during the COVID-19 pandemic? The outcomes of the study offered awareness of elementary teachers' perceptions of school leadership practices that cultivated teacher well-being before and during the global pandemic. / Doctor of Education / The COVID-19 pandemic caused many school districts to make rapid changes with little communication with teachers regarding instructional expectations. Educators faced unprecedented challenges, including shifting from in-person teaching to virtual learning and the uncertainty about their health and safety. The focus of research for this study included elementary teachers who taught for three or more years within the United States and during the pandemic. The qualitative study determined what twelve elementary school teachers perceived as the most effective leadership practices in cultivating teacher well-being during a global pandemic. This insight may be invaluable to a school leader's approach to leading teachers through a crisis. The study involved interviewing twelve elementary teachers from working in Massachusetts, North Carolina, Texas, and Virginia. The interview questions probed teacher perceptions and identified leadership practices that cultivate teacher well-being before and during the COVID-19 pandemic. The researcher identified five findings and four implications. The small sample size limited this study. Ensuring that teachers work is valued, their voices heard, and facilitating meaningful professional development are necessary to cultivate teacher well-being before and build a sustainable education system. Suggestions for future research include investigating the impact to teacher well-being over the course of a school year through interviews with building leaders and the teachers they serve and investigating teacher well-being and its impact on teacher retention and burnout.

This qualitative study examined the decision-making processes among principals of parish-based Catholic elementary schools in low-income communities within the Archdiocese of Los Angeles, against the backdrop of a decentralized governance structure and increased financial pressures intensified by the COVID-19 pandemic. The study was grounded in a conceptual framework derived from contingency theories of leadership and decision-making research and investigated three areas: (1) the principals’ decision-making processes, (2) the situational factors influencing these processes, and (3) the pandemic’s impact on their decision-making processes. The findings revealed dynamic integration of cognitive, social, and procedural processes, rooted in faith and community collaboration. The principal participants demonstrated a keen awareness of their schools’ financial limitations and a strong dedication to their communities’ needs. The study also highlighted the dual nature of decentralization and subsidiarity, presenting both the challenges in principal-pastor relationships and support through relationships with diocesan teams.

The concept of belonging is considered an essential need, and the impact of belonging has been studied by many. However, limited research has been conducted on the impact of belonging of those who work in schools, especially those who are the only individuals engaged in their role, known as Onlies. The purpose of this study was to gain an understanding of the factors that contribute to the sense of belonging for the Onlies. Data were collected from a survey, that was distributed nationally online (n = 233), and individual interviews (n = 6). Results indicate that Onlies have less of a sense of belonging than NonOnlies, those individuals who have a cohort, such as teachers who teach the same grade level. Sense of belonging for Onlies is positively related to administrator support and negatively associated with school problems. Recommendations for practices school leaders can implement to support the people who work in their schools are made, such as creating a climate of inclusion, working to create satisfactory workplace conditions, and providing moral support to school staff. / Educational Leadership

Published Article / A growing scholarship links good leadership with in-house mentoring. This article looks at how well-performing school leaders benefitted from the inhouse mentoring they received. The author reports on a qualitative investigation based on in-depth individual interviews with six primary school leaders from Gauteng, KwaZulu-Natal, Limpopo and Northwest Provence who were purposefully selected based on their receiving a national award for excellence in leadership. These awards were made by the Department of Basic Education in the category 'Excellence in primary school leadership'. The findings show that in-house mentoring benefitted participants holistically through behavioural, knowledge and skills acquisition. Behavioural acquisition included being humble and empathetic towards constructive work performance. Knowledge and skills acquisition related to sustaining the standard of teaching of core subjects, relying on committee input in a relational leadership approach and ensuring a dedicated teacher corps and positive parent involvement. The findings contribute to the discourse on inhouse mentoring for improved school leadership practice.

7 ABSTRACT: This thesis analyzes the final thesis, bachelor's and master's ones defended at The School Management Centre Department of the Education Faculty of Charles University in Prague for the period from 2010 until 2012. This thesis deals with cluster analysis theses dealing with the term competence, particularly in the area of school leadership, that leaders and managers of schools. Theses researches of adequate extent i.e. eight bachelor's and three master's theses, will also focus on competence in the field of personnel management at schools. A qualitative method will be used for the thesis work, which will be conducted content analysis of the text and its interpretation, whose main tool is an effective methodological comparison. It is necessary to observe the principle of objectivity. The final theses will not be evaluated otherwise objectively compared. The thesis work is indicating any differences between claims that have not been investigated. The comparison will focus on the tools to determine ways of grasping the subject, the author styles, etc. The resulting model presents a comparison of research expertise of final university thesis dealing with common theme competence in the field of school leadership, summary knowledge of the topic. KEYWORDS: Competence, competency model, management,...