Abstract
Exceptionally effective school principals meet the challenges for leadership in today’s uncertain times. They push through with one common goal; make it possible for the students they support to have the best possible education that can be provided. This issue offers several important articles that principals will find valuable in pursuit of becoming more accomplished and skillful in addressing challenges in the school setting and promoting student success.
Across the literature, teachers cite working conditions as a major factor in determining whether they stay at a school. In the lead article, researcher Urick explores the different types of leadership that influences teacher retention. Four different types of leadership were found to impact teachers’ decisions to leave, move or stay in their current school. Secondary school leaders can use the findings to develop actions that support teachers’ decisions to stay at their current school.
School-based management has become an important topic in educational policy. More and more school districts are turning to this approach of providing more control from central office to the individual school as a means of reform. However, SBM has implications for leadership. In the second article, Fischetti, Brunning, and Smith focus on the drivers and impediments perceived by school leaders as they lead school-based innovation and reform. The researchers found that context and leadership individuality play a significant role in SBM and is impacted by planning, culture, development processes and accountability. Several key ideas about how the promise of SBE as a powerful reform can be realized are presented and can guide principals on how their schools can better serve their learners.
The third article casts a spotlight on the relationships between principal time use, race, and teacher perceptions of their school and principal. Researchers Keese, Suarez, and Waxman examine principal time use in curricular tasks, student interactions, administrative tasks, parent interactions as well as principal race and racial composition of their school. Their findings suggest that teacher perceptions of school effectiveness, administrative support, administrative enforcement of school rules, and administrative effectiveness of communication were significantly impacted by the race of their principal and the racial composition of their school’s student body. Principals will find the discussion of the findings relevant to their own practices.
It is well acknowledged that there is an increase of therapy, service, and emotional support animals in public spaces. In the final article, Ewoldt explores legislation, litigation, and best practices to establish guidance for developing policies to meet the needs of students with guides dogs/service animals. Key recommendations for school leaders on legal layout, logistics, and information and collaboration are presented. Principals will find the discussion and review of the complex issues associated with developing policies on creating environments supportive of service animals instructive.
Principals and school district leadership will find these articles thought-provoking and enlightening. Important concerns and issues are discussed that inform principals’ essential work in improving schools. Each article is a “must read”!