Using multiple leadership frames to understand how two school principals are influencing teachers' practices and achievement of Hispanic English learners
Journal of Educational Administration
ISSN: 0957-8234
Article publication date: 2 February 2022
Issue publication date: 10 May 2022
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.
Keywords
Acknowledgements
The research reported in this article was not funded by any organization. The authors wish to thank the school district, principals and teachers who participated in making this study possible. The authors also gratefully acknowledge Dr Jacqueline Ancess, the two anonymous reviewers who contributed valuable insights that strengthen the manuscript and Pam Long for her skilful copy editing.
Citation
Torres Clark, J. and Chrispeels, J.H. (2022), "Using multiple leadership frames to understand how two school principals are influencing teachers' practices and achievement of Hispanic English learners", Journal of Educational Administration, Vol. 60 No. 3, pp. 303-322. https://doi.org/10.1108/JEA-03-2021-0054
Publisher
:Emerald Publishing Limited
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