Thesis advisor: Lauri Johnson / Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth are a marginalized student population in school settings. The purpose of this qualitative case study was to examine whether and how district and school leaders’ knowledge, attitudes/beliefs, and practices regarding LGBTQ students affected school policies for advocacy, anti-discrimination, and proactive care for this marginalized population. It was part of a larger group case study of how leaders support marginalized students in a Massachusetts urban school district. Data was gathered and analyzed from eight semi-structured interviews, document reviews, and observation of a student organization meeting. Results showed that leaders created and sustained safe environments in schools for LGBTQ youth, made efforts to urge the normalization of LGBTQ advocacy and discourse, and afforded opportunities for LGBTQ student-led activism. The study also found that district and school leaders need to further their systemic efforts toward establishing and implementing inclusive LGBTQ curriculum and instruction. Implications of this study reveal that district and school leadership practices must be explicitly designed, implemented, and sustained in order to effectively support LGBTQ youth. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

The concept of collective teacher efficacy was first introduced by Bandura (1997) in the 1990's. Hattie's (2016) identification of collective teacher efficacy as the number one influence on student achievement has led to the idea that educators within a school have the ability to positively impact student achievement. In his research, Bandura identified four sources of both individual and collective teacher efficacy: mastery experiences, vicarious experiences, social persuasion, and affective state. The purpose of this qualitative research study is to identify aspects of school culture that support collective teacher efficacy. This was done by interviewing 32 members of the faculty and staff at a K-8 school in New Zealand through a lens of social cognitive theory. Qualitative analysis of these interviews identified five core aspects of school culture that contribute to collective teacher efficacy: shared vision for learning, school systems, relationships, well-being, and collaboration. Based on the assumption that collective teacher efficacy can have a positive effect on student achievement, it is my assertion that understanding and applying these five aspects of school culture could have a significant and positive impact on student achievement.

This research report builds on the work already completed in the field of women in school leadership. Although a number of studies have examined female principals at work in primary schools in rural areas, there has not been a strong focus on female principals at work in secondary schools, in urban areas. The underrepresentation of women in school leadership is not unique to South Africa. It is a global phenomenon, which can be traced back to the patriarchal values, which exist in most societies. The purpose of my research report is to investigate how the capabilities approach can inform our understanding of women progressing into leadership positions at secondary schools in South Africa. A qualitative method was used based on an interpretivist research paradigm. The research design was a narrative inquiry. A purposive sampling method was used and data was collected by means of semi-structured interviews. The drive and determination to “make a difference” and “be a role model” enabled all five participants to convert their capability set into functionings thus “shattering the glass ceiling”. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

The purposes of this qualitative multiple case study were to determine the catalysts and pathways that caused principals to move from managers to effective leaders. Data were collected through a series of interviews with 4 principals who were selected through a purposeful sampling procedure. The interviews were audio recorded, transcribed, and analyzed using inductive coding to determine themes. Findings were presented for each theme within the context of reviewed literature. National polls indicate that 6 out of every 10 of the nation’s schools need major changes or an overhaul. Can improving the skills of their leaders make a difference in the performance of these schools? Research repeatedly supports the importance of a principal’s leadership to the overall success of a school. It also tells us that effective leadership is in short supply and that there is a need to initiate leadership development. The underlying task in this study was to determine how to help those who want or need to become better principals or how they can help themselves. Several themes emerged from data analysis, and each is important to consider when working on improving principals’ leadership abilities: the impact of mentors; university administrative certification programs; on the job experience; personal motivation; tacit knowledge; state, local, and private leadership development programs; and pathways to improvement. Specific recommendations for practices to improve principals’ overall effectiveness included incorporating more and lengthier mentoring in the early part of principals’ careers or as part of performance improvement plans; increasing study of cultural and instructional leadership in administrative certification programs; providing more field experiences in administrative certification programs; and developing individualized leadership improvement plans based on needs, interests, and learning styles of principals. The need for additional quantitative and qualitative research was also suggested.

Thesis advisor: Andrew Miller / Many White educators are not aware of their White privilege, and therefore they need support in developing their White racial identity and racial awareness so that they can identify problems associated with racism and participate in conversations about race and racism with an eye towards dismantling systemic racism. Data was collected from semi-structured interviews with educational leaders, document review, and focus groups with educators in order to discover how, if at all, school leaders support their White teachers in developing an anti-racist White racial identity. Finding suggested that despite professional development initiatives dedicated to racial identity development, there was a noted lack of formal opportunities designed specifically for White racial identity development and instead the schools relied on pockets of informal White racial identity development among White colleagues. The data revealed some insights as to why racial identity work specific to White people is not happening: (a) White educators think they already know this information, (b) White educators have a desire to focus on teaching content, (c) White educators shield themselves, and (d) White educators believe that the timing is not ideal for anti-racist work. One recommendation to support White staff in the development of their White racial identity could be for educational leaders in districts like this to introduce the staff to the scholarship about Whiteness, so White educators can use this new information about Whiteness to promote personal reflective practices about what it means to be White and progress to conversations with colleagues about what it means to be White and how their Whiteness impacts their daily lives and the daily lives of their students and colleagues. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

As academic reform movements push schools to provide more rigorous learning environments for students, it is essential that the "person in charge" at the school level be prepared and capable of meeting the demands of high stakes measures that affect critical dimensions of school life. Educational leaders today face a significant amount of pressure to improve the quality of education at all levels and across all disciplines. While school leaders face the pressures of No Child Left Behind in terms of increased student performance, they must also be concerned about serving students with disabilities appropriately. The purpose of this study was to examine the beliefs and practices that effective school leaders in a large urban school district revealed in the specific area of serving students with disabilities. An examination of the school leader's beliefs and knowledge in relation to the leadership practices put in place at their schools when serving students with disabilities was completed. Identification of a relationship between the leader's beliefs and practices as associated with the leader's prior education and leadership experience was possible. Finally, through a grounded theory perspective, the researcher discovered specific practices put in place by these effective school leaders that can be generalized to other school settings under fellow school leaders.

Thesis advisor: Rebecca Lowenhaupt / Discussions in education today should focus on how schools can develop students who are critically thinking, ethical, and active citizens who contribute to creating a more just society. One way to frame the ability to think critically and act socially is what Freire (1993) described as conscientização, or critical consciousness. School leaders should work to cultivate communities that develop the critical consciousness of students. This case study of a public school district in the Northeastern United States explores the leadership practices that foster the development of critical consciousness in students. Critical consciousness is conceptualized in this study as the ability to analyze systems of oppression, have agency in one’s ability to make change, and take action for social change against injustice. Data sources include13 interviews with administrators, teachers, and students, as well as a document review. Findings indicate that the strategies and practices that leaders use to support students’ critical consciousness can be categorized into the overarching groups of value and vision setting, attending to student voice, and instructional leadership that provides a critical perspective. These categories are not mutually exclusive or exhaustive. Leadership for critical consciousness was also found to be particularly important during times of crisis related to injustice. Recommendations for leaders include building schools with a coherent and explicit vision around critical consciousness, exercising instructional leadership to support courses, curriculum, and professional development that promote critical consciousness, institutionalizing structures that amplify the voice of students, and preparing for challenges and crises that center around issues of justice. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Vincent Cho / The purpose of this study was to explore the strategies districts use to retain principals in their complex roles through the framework of culturally responsive district leadership. This qualitative case study explored how district leaders in one Massachusetts school district focused on principal retention and whether their actions influenced a principal's decision to remain in their role. The study took place during a global health pandemic placing principals at the center of navigating this crisis. This study is part of a larger study that investigated how principals benefit from and shape professional capital to improve schools. Data were gathered from semi-structured interviews with district level leaders and principals. Findings demonstrated that there are things districts can do that positively influence principal retention, although these practices are not necessarily culturally responsive. Data supported the literature that professional development and mentoring, improved working conditions, and autonomy all positively influence principal retention. In addition, this study concluded that focusing on positive relationships and “growing your own” leadership are also key strategies to promote principal retention. Inorder to enact culturally responsive retention, recommendations include exploring whiteness in leadership and the influence of race on principal retention. Additionally. further investigation needs to be done examining the influence of higher accountability for student outcomes on principal retention. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

No description available.

To determine the impact that school leaders have on school culture and teacher retention, a sequential explanatory mixed methods approach was used to study schools in a district feeder pattern in in a large, suburban district in Texas with a student population of approximately 25,000. In Phase 1, teachers at one elementary, one middle, and one high school were asked to complete a 26-question Likert scale survey about school culture. The last statement in the survey asked participants if they were willing to participate in a focus group about school culture and teacher retention. In Phase 2, focus group interviews were conducted with volunteer participants who took the survey and stated they would be interested in participating in a focus group. Three focus groups were held to divide the participants by grade level grouping taught: elementary, middle, and high school. Focus group participants stated that they believe school leaders play a vital role in creating the culture of the school and in teachers' desire to remain not only teaching at their school, but also remaining in the field of education. The survey data supported these findings. By examining teachers' perspectives, the findings of the study may positively inform and influence district hiring practices, develop leadership profiles and behaviors, and provide school leaders with ways to recruit and retain teachers. Further research could include a case study at one specific school or expanding the sample size and including more schools or studying a variety of districts to find additional ways to build school culture and retain teachers.