In this study, the role that racial identity plays among Latina school principals is examined through a case study of a principal in a K–3 elementary school. Based on a Latina/o critical race framework and a phenomenological research approach, the study explores the degree to which having a strong understanding of one's racial identity formation may fuel leadership practices geared toward social justice. The sociocultural and historical implications of how race, class, and gender get operationalized in the identity of this Latina leader are surfaced through the following: growing up living and understanding students’ experiences; understanding the Latino family and advocating for community engagement; having high expectations for students of color by creating bridges between White teachers and students of color, as well as between families of color and White teachers; and having high expectations for students and an acute awareness of discriminatory practices in education. This study brings lessons related to improving the conditions of students of color through principals who are willing to reflect on their values, beliefs, and practices and to explore how these values and beliefs influence their work with students, families, and communities.
“Information Literacy” may not be a phrase that is commonly heard in the primary school staffroom but it is central to education today. Andrew K. Shenton and Wendy Beautyman explain what it is and why we should be building it into our curriculum.
Experience and a review of the limited research on the superintendency continue to reveal the enormous amount of conflict and tension in a changing and ambiguous position. The significance of superintendents coming from outside of the district is discussed. A majority are “outsiders.” Reasons are given to support the need for “outsider” status research. A proposal is made to direct research toward answers to three questions relating to “outsider” status for superintendents. First, how does “outsider” status influence the effectiveness of a superintendent? Second, how can the negative effects of “outsider” status be significantly reduced? Third, is the impact of “outsider” status different for women and minorities? I believe that “outsider” status is a significant factor in the success or failure of an “outsider” superintendent. I have tried to establish the tension latent in an ambiguous position undergoing change with limited research to support it. The scale of politics and conflict is enormous. Recently, the superintendency is experiencing high turnover and a shortage of qualified candidates. As the position grows more complicated and the pool of candidates more limited, the need to identify ways to reduce conflict and anxiety in the position becomes more pressing. Clearly, the community and the board directly and indirectly influence the amount of conflict for the superintendent. The perception of many in the community is affected by the “outsider” status of the superintendent. Superintendents must be able to cope with “outsider” status to reduce conflict and to be effective. Knowing these things, practitioners could benefit from additional research on the dynamics of a “stranger” as superintendent. Certainly, an unknown becoming an essential player in the politics of a given community must introduce nuances not present for an “insider.” Therefore, three observations seem appropriate. First, though mobile practitioners know that “outsider” status is a critical factor, not enough empirical research establishes how it influences superintendent effectiveness. Second, empirical analysis of a set of successful behaviors, activities, and assumptions for “outsider” superintendents could reduce conflict and increase their effectiveness. Third, there is a need to have greater balance demographically in the superintendency. Women and minorities could benefit from knowing if “outsider” status affects them differently. I have made a case for the existence of bias toward superintendents who are “outsiders.” I have attempted to answer my own questions from experience. My answers, however, are not confirmed by objective research. For years, good teachers knew good pedagogy intuitively. Not until behavioral psychologists identified, labeled, and explained why and how the pedagogy worked did good teachers gain more confidence and teacher training improve. Such is needed for the superintendency I have not said that the existence of “outsider” status is ludicrous. In fact, it is explainable and sometimes understandable. Nevertheless, it can make the job of superintendent more complicated than normal for the “outsider.” The superintendency has its rewards. The current state of the job, however, warrants focused research on factors that significantly influence the effectiveness and survival rates of superintendents. “Outsider” status is clearly one such factor. Research into “outsider” status can improve understanding while lessening the burden of the job for the majority of us who are “outsiders.” The research just needs to be done.
This paper considers the study of stress in school principals from three perspectives. In the first of these reference is made to three critical reviews of studies which have revealed heavy dependence on data gathered via questionnaires and treated by correlational analysis, the inadequacy of conceptual frameworks, and wide variations in the definitions of stress. Acknowledgement is then made of several Australian studies through the 1980s and 1990s which have investigated stress in principals in situ through observation and observation plus physiological measurement. Finally, consideration is given to possible future methodologies that seek to address criticisms of stress research by acknowledging the place of both appropriate questionnaires and observation/physiological measures and suggesting how these may be productively combined.
