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Article
Publication date: 31 May 2022

Virginia Snodgrass Rangel, Jerrod A. Henderson, Victoria Doan, Rick Greer and Mariam Manuel

The purposes of this study were to describe the roles mentors enacted as part of an afterschool science, technology, engineering and mathematics (STEM) program and how those roles…

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Abstract

Purpose

The purposes of this study were to describe the roles mentors enacted as part of an afterschool science, technology, engineering and mathematics (STEM) program and how those roles varied across three sites and to explain those differences.

Design/methodology/approach

The authors used a comparative case study design and collected data primarily from interviews with program mentors and observations of the sessions.

Findings

The authors found that the mentors played four roles, depending on the school site: teachers, friends, support and role models. Mentors interpreted cues from the environment in light of their own identities, which ultimately led them to construct a plausible understanding of their roles as mentors.

Research limitations/implications

The authors identify four mentoring roles that are somewhat consistent with prior research and demonstrate that the roles mentors enact can vary systematically across sites, and these variations can be explained by sensemaking. This study also contributes to research on mentoring roles by elaborating each identified role and offering a framework to explain variability in mentor role enactment.

Practical implications

The authors recommend that mentoring program directors discuss the roles that mentors may enact with mentors as part of their training and that they engage mentors in identity work and also recommend that program managers create unstructured time for mentors to socialize outside STEM activities with their mentees.

Originality/value

This study contributes to mentoring research by using sensemaking theory to highlight how and why mentoring roles differ across school sites.

Details

International Journal of Mentoring and Coaching in Education, vol. 11 no. 4
Type: Research Article
ISSN: 2046-6854

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Book part
Publication date: 2 April 2015

Jeffrey C. Wayman, Vincent Cho, Jo Beth Jimerson and Virginia W. Snodgrass Rangel

The effective use of student data has gained increasing attention in the past 10 years. Although district leaders would like to support data use and improvement, exactly how to go…

Abstract

The effective use of student data has gained increasing attention in the past 10 years. Although district leaders would like to support data use and improvement, exactly how to go about such work systemically is often unclear. Accordingly, the aim of this chapter is to illuminate the inner workings of data use throughout a mid-sized school district. In doing so, we highlight issues in how data were used and supported, and provide discussion about how districts such as this one may improve data use throughout the district.

Details

Leading Small and Mid-Sized Urban School Districts
Type: Book
ISBN: 978-1-78441-818-2

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Book part
Publication date: 2 April 2015

Abstract

Details

Leading Small and Mid-Sized Urban School Districts
Type: Book
ISBN: 978-1-78441-818-2

Available. Content available
Book part
Publication date: 2 April 2015

Abstract

Details

Leading Small and Mid-Sized Urban School Districts
Type: Book
ISBN: 978-1-78441-818-2

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Article
Publication date: 7 August 2024

Fozia Ahmed Baloch and Nazir Ahmed Jogezai

The COVID-19 pandemic, as well as its effects on education in general, has influenced the leadership landscape of school principals, which may have necessitated adaptations and…

35

Abstract

Purpose

The COVID-19 pandemic, as well as its effects on education in general, has influenced the leadership landscape of school principals, which may have necessitated adaptations and transitions in their leadership orientation. To better comprehend any variations in the leadership orientation of school principals in response to the implications of the COVID-19 pandemic, this study examines leadership orientation in both the pre-pandemic and post-pandemic periods.

Design/methodology/approach

In this quantitative research, the authors collected data from 297 school principals in the Balochistan province of Pakistan using the leadership orientation survey (LOS) in a quantitative research approach.

Findings

The results indicated that principals’ leadership orientation underwent an observable transition before and after the pandemic. Principals’ preferred leadership orientation notably changed from solely political before the pandemic to a combination of highly political and symbolic after the pandemic.

Research limitations/implications

Using a survey, the study investigated the transition in school principals’ leadership orientation before and after the pandemic. However, the results do not explain what caused the transition in principals’ leadership orientation, which is the key limitation of this study. Future research within a qualitative approach can study the factors associated with changes in principles’ leadership frames.

Practical implications

The overall findings of the study have implications for scholars, policymakers and educational leaders to reexamine and gain a deeper understanding of the leadership roles of principals in the post-pandemic age. This is because principals now operate in a distinct context characterized by new difficulties and opportunities compared to the pre-pandemic period.

Originality/value

This is an original study that examined the transition of school principals’ leadership orientation before and after the pandemic. The body of literature related to the transition between pre- and post-pandemic is limited both in Pakistan and the rest of the world. This study illuminates the literature in this regard.

Details

International Journal of Educational Management, vol. 38 no. 7
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 9 May 2022

Sarah Guthery and Lauren P. Bailes

Hiring teachers is among principals' most critical work but what remains uncertain is the relationship between a principal's tenure in a school and the rate at which they hire…

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Abstract

Purpose

Hiring teachers is among principals' most critical work but what remains uncertain is the relationship between a principal's tenure in a school and the rate at which they hire teachers who will stay. Teacher retention and principal experience are key predictors of school stability. This study therefore investigates the influence of principal tenure on the retention rates of teachers they hire over time.

Design/methodology/approach

The authors followed 11,717 Texas principals from 1999 to 2017, and tracked the teachers they hired in each year of their tenure in a school to see if principals became more effective at hiring teachers who stay over time. The authors use regression with fixed effects and find that the longer a principal stayed in a school, the more effective they were at hiring teachers who stay to both three- and five-year benchmarks.

Findings

Principals hire significantly more teachers who persist after they have led their first school for five or more years; however, the average principal in Texas leaves a school after four years thus never realizing those gains. The authors' second main finding indicates that principals who enter an unstable school (less than 69% retention in the two years prior to the principal's arrival) and stay at least five consecutive years, can counteract prior instability.

Originality/value

This study provides initial evidence that principals establish a great deal of building-specific situational expertise that is not easily portable or applicable in a subsequent school placement.

Details

Journal of Educational Administration, vol. 60 no. 4
Type: Research Article
ISSN: 0957-8234

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